
lass xJ olS'T^ 



)()()lv / ¥j <J^f ^ O 

i'i<i:.si:.Nri;i) 1/ / / ^ 



REPORT 

OF THE 

Michigan State Commission on 

Industrial and Agricultural 

Education. 

To the 

Governor, Superit^tendent '■of Public Instruction, 
and Commissioner of Labor. 

Lansing, 
December, 1910. 



PUBLISHED BY THE COMMISSION 



APR 20 1311 



iOKQll » 



TABLE OF CONTENTS 

Letter of Transmittal 5 

Introduction and Historical Statement 7-9 

Legislative enactment — the law quoted — appointment of the 
commission — organization — money for expenses — information 
secured by visits and questionnaires — acknowledgments — re- 
sults. 

Definitions, Conclusions and Recommendations 10-12 

Definitions — recommendations — township units and town- 
ship high school — meaning of high school — introduction of 
agricultural and home economics courses in high schools — 
certification of teachers— state aid for agricultural and indus- 
trial schools — state supervision — additional deputy superin- 
tendent of public instruction. 

Report of Labor Conditions 14-17 

Limitations of the report — children out of school ; estimate 
from labor and educational reports — wages — typical studies — 
money value of trade instruction — record of Hebrew Tech- 
nical School — apprentice schools — conclusions. 

Report on Agricultural Education .* 18-32 

Introduction— types of schools— state secondary schools — 
county schools of agriculture— general observation on spe- 
cial schools— public high school agriculture— high schools of 
Michigan — rural schools— reasons for recommendations— con- 
clusions. 

Report on Industrial Education 33-50 

Introduction— industrial conditions in Michigan— conditions 
of industrial education— progress in other states— Massachu- 
setts and New York systems— organization needed — two points 
of view— schools required, elementary vocational schools, trade 
schools, continuation schools — description of certain schools — 
state co-operation needed— conclusions and recommendations 
— recapitulation. 

Present Condition of German Industrial Education. .51-59 

Classes of schools— technical high schools— intermediate 

technical _ schools — lower industrial schools — continuation 

schools — industrial schools in Wuertemberg — industrial growth 

of Germany— recognition of the value of industrial training. 



- APPENDICES 

A. Statistical 61 

Regarding Labor Conditions, Tables I A, IB. 
Agricultural and Rural Schools, Tables 1 1- VI. 
Manual Training and Trade Schools, Tables VII-XI. 

B. Typical Courses of Study 72-90 

B 1. Agricultural Courses 72-84 

B 2. Industrial Courses 85-90 

C. Authorities 91-95 

1. Schools Visited by the Commission 91 

2. Bibliography . . /. 92-95 



LETTER OF TRANSMITTAL 



To His Excellency, the Governor of the State of Michigan; 
the Superintendent of Public Instruction ; the State Com- 
missioner of Labor : 

Pursuant to the provisions of Act No. 228 of the Public 
Acts of 1909, the commission appointed by Governor Fred M. 
Warner to investigate the conditions of elementary, industrial 
and agricultural education in the State of Michigan begs leave 
to present the following report. 

Respectfully submitted, 

WALTER H. FRENCH, Chairman. 

Lansing, Michigan, December 1, 1910. 



INTRODUCTION AND HISTORICAL STATEMENT. 

At the annual meeting of the City Superintendents' Asso- 
ciation, held in Lansing, April 21, 1909, a resolution was 
adopted urging the legislature, then in session, to provide for 
the appointment of a commission whose duty it should be to 
investigate the subjects of industrial and agricultural educa- 
tion in the state and make a report to the governor and the 
legislature, with recommendations for statutes which would 
improve existing conditions. The resolution above referred to 
was duly presented to the governor and the members of the 
legislature, and on April 27, 1909, Senator Taylor introduced 
senate bill No. 310, which was enacted into law as Act No. 228 
of the Public Acts of 1909, which is as follows : 

"AN ACT 
To provide for a State commission on industrial education, including 
elementary training in agriculture. 

The People of the State of Michigan enact : 

Section 1. The Governor of the State of Michigan, by and 
with the consent of the Senate, is hereby empowered to 
appoint a commission of not less than five nor more than 
seven members, to be known as the Michigan Commission on 
Industrial and Agricultural Education. 

Section 2. This commission, immediately after appoint- 
ment, shall organize by choosing from its own membership a 
chairman and a secretary. 

Section 3. It shall he the duty of this commission to make 
a careful study of the conditions of elementary, industrial and 
agricultural education, whether under public school or other 
auspices, including the study of conditions of labor as they 
affect children between the ages of fourteen and eighteen ; and 
it shall further be the duty of this commission to present a 
report showing these conditions, with recommendations for 
such a plan of elementary, industrial and agricultural train- 
ing in connection with the public schools of the state as shall, 
in their judgment, best meet the conditions shown to exist; 
this report to be rendered in triplicate to the Governor, the 
State Superintendent of Public Instruction and the State Com- 
missioner of Labor, on or before January one, nineteen hun- 
dred eleven. 

Section 4. The members of this commission shall serve 
without pay, and the commission shall maintain its organiza- 
tion until July one, nineteen hundred eleven, when said com- 
mission shall expire by limitation, unless renewed by subse- 
quent act of the Legislature." 



Pursuant to this resolution, and shortly after the adjourn- 
ment of the legislature, Governor Fred M. Warner appointed 
a commission of seven members, as follows : 
WELLINGTON E. BUET, SAGINAW; 
SHATTUCK O. HAETWELL, KALAMAZOO: 
H. E. KEATZ, CALUMET; 
GEOEGE A. McGEE, CADILLAC; 
CHAELES H. JOHNSON, DETEOIT; 
EBEE W. YOST, TEENTON; 
WALTEE H. FEENCH, LANSING. 

The members of the commission, having received formal 
notification of their appointment from the Governor, met in 
Saginaw on October 28, and elected Walter H. French as 
chairman and Shattuck O. Hartwell as secretary. 

The commission decided that the method of investigation 
should include personal visits and the use of questionnaires. 

The entire commission visited the Burt Manual Training 
School at Saginaw and examined carefully the methods, equip- 
ment and buildings, and also gave especial attention to the 
work of the trade school, then recently instituted. After hav- 
ing examined carefully the manual training and trade schools, 
the commission held a regular session and proceeded to select 
subcommittees who should consider special phases of the work 
to be done. The committees were as follows: 

Industrial and Trade Schools — S. O. Hartwell, G. A. 
McGee, W. R. Burt, H. E. Kratz. 

Child Labor Conditions — Charles H. Johnson, E. W. Yost. 

Agricultural Education— W. H. French, W. R. Burt, E. W. 
Yost. 

Rural Education— E. W. Yost, W. H. French, S. O. Hart- 
well. 

The chairman and secretary presented the forms for the 
several questionnaires which were to be used, and these were 
approved by the commission. 

At the meeting of the State Teachers' Association in 1909 
the Association voted to place at the disposal of the commis- 
sion the sum of five hundred dollars to be used for necessary 
expenses for traveling and the printing of the report. Friends 
interested in agricultural and industrial education added five 
hundred dollars, so that the commission has had a fund of 
one thousand dollars for necessary expenses, which have been 
kept within that sum. 

Questionnaires were sent to superintendents of schools, 
county commissioners, rural teachers, trade schools and tech- 
nical schools and through them a large fund of information 
was secured. 

The several committees appointed proceeded with their 
investigations. The committee on agricultural education vis- 
ited county agricultural schools in Wisconsin, Michigan and 
Minnesota ; also visited the state secondary schools of agri- 

8 



culture in Minnesota. The members of the committee on 
industrial education visited a large number of schools, includ- 
ing the Hackley Manual Training School, Muskegon ; the pub- 
lic schools of Cincinnati, Ohio; Rochester, N. Y.; Worcester, 
Fitchburg and Springfield, Mass., and the Stout Manual 
Training School, at Menomonie, Wis. 

In July, 1909, Mr. H. E. Kratz, of Calumet, having decided 
to leave the state, placed his resignation in the hands of the 
Governor, and the Governor immediately appointed Superin- 
tendent Fred A. Jeffers, of Painesdale, to take his place. 

The commission has been materially assisted by friends in 
other states and by means of public documents published in 
Michigan and elsewhere. The greatest courtesy has been 
show^n visiting individuals and committees, and for all these 
kindnesses the commission desires to make grateful acknowl- 
edgment. We wish especially to extend our thanks to Super- 
intendent E. C. Warriner, of Saginaw, for many suggestions. 
and for the paper on German industrial education which is 
published as a part of this report. We desire to make special 
acknowledgment, also, to Superintendent Perry, of the Mil- 
waukee School of Trades ; Mr. Samuel F. Hubbard, of Boston ; 
Hon. L. D. Han^ey, of Menomonie, Wis.; Prof. D. D. Mayne, 
of St. Anthony's Park, Minn. ; Mr. Lewis A. Wilson, of Roch- 
ester, N. Y., and "Dr. F, A. Mannv. o f Kalamazoo, for informa- 
tion and helpful suggestions given. 

The commission has not attempted an original study of the 
general questions of agricultural and industrial education. In 
the intense discussion of the last five years, some of the funda- 
mental questions have been settled. We have made liberal 
use of the studies and experience of other committees in other 
states, with one aim in view — namely, to present fairly the 
present status and the present needs of the State of Michigan 
in the matter of agricultural and industrial training. 

Nor do we claim that this is a final word on industrial 
training in Michigan. We are now in a transition stage in 
educational matters, especially as relating to public education. 
This condition affects not only Michigan, but the entire coun- 
try. The period in which the investigation could take place 
has been limited, and subjects which might have been touched 
upon we have been unable to reach for lack of time. We 
respectfully submit our findings, and urge the enactment of 
such laws as will encourage and hasten a readjustment of pub- 
lic education to meet the growing needs of an agricultural and 
industrial state. '^ WALTER H. FRENCH, 

SHATTUCK O. HARTWELL, 
WELLINGTON R. BURT, 
GEORGE A. McGEE, 
FRED A. JEFFERS, 
CHARLES J. JOHNSON. 
EBER W. YOST, Commission. 



DEFINITIONS, CONCLUSIONS AND RECOMMENDA- 
TIONS. 

I. DEFINITIONS. 

A difficulty at the present stage of discussion in this branch 
of education is the varying nomenclature and the consequent 
looseness in the use of terms. Farming- is as much an indus- 
try as are the trades, but present usage has so narrowed 
"industrial education" that the term does not include agri- 
cultural education. We have endeavored in this report to 
use each of these terms in the specific and narrower sense. 
In regard to different kinds of schools also there is 'a vague 
Terminology. We shall hold to the following definitions : 

Elementary industrial or agricultural schools or courses 
are those established for pupils below sixteen years of age, 
admission to which does not require completion of the regu- 
lar elementary grades. Most of the so-called vocational schools 
and short courses would come under this heading. Manual train- 
ing schools as at present organized are not included in this 
definition. 

A high school is a school having a four years' course of 
study above the eighth grade. 

Secondary industrial, agricultural or trade schools are 
those equivalent in courses or age-demands to the ordinary 
high schools — that is, they either cover with a four years' 
course the age period of high school students (14 to 18) ; or, 
if courses are shorter and intensive, they cover the latter 
portion of the high school period (from age 16 to 18 or 19). 

Continuation schools or courses are part-time schools or 
courses designed to give workers, old or young, who are 
already established in" the industries, a better knowledge of 
the special industry and its relations to other activities. 
These schools may "be either day or evening schools, though 
under present conditions in this country day schools of this 
type must be slow in development. 

The following definitions are taken from the Report of the 
Committee on the Place of Industries in Public Education 
(N. E. A., July, 1910): 

1. "The secondary technical school, or the technical high school, 
is a school of secondary grade having the distinct |iur]iose of [pre- 
paring its pupils for industrial leadership — that is, for positions in 
industrial life requiring skill and technical knowledge and of 
greater importance and responsibility than those of the skilled 
mechanic. 

2. "The trade school and the preparatory trade school are 
schools which have for their definite jmrpose the prejiaring of boys 

10 



or girls for entrance to the skilled meehanieal trades and which deal 
with their pupils during a briefer course and allow for earlier 
preparation for practical work than the technical high school. Such 
schools place their greatest emphasis upon practical handwork in- 
struction under conditions resembling as closely as possible those 
prevailing in commercial practice." 

The last definition will be somewhat modified, as shown 
later in our discussion, since we would add that the reasons 
for establishing- preparatory trade schools seem to relate 
rather to g-eneral pedagogy than to the trade point of view. 
Hence we shall preferably use the term elementary vocational 
schools. 

II. CONCLUSIONS AND EECOMMENDATIONS. 

1. In view of the fact that in many rural districts of the 
state the school population of single districts is so small and 
fluctuating that the best school conditions cannot be main- 
tained, we believe that a consolidation of these districts or 
the organization of the districts in a geographical township 
into one district will much better conserve educational in- 
terests, give equal educational privileges and also tend to 
economy in administration ; therefore the Commission would 
respectfully recommend the enactment of a township district 
law for the entire state with the provision for at least one 
high school in each township. 

2. The Commission would recommend the enactment of 
a law providing that a high school within the meaning of the 
statute shall consist of four years of work beyond the eighth 

grade. 

These recommendations are made because we believe these things 
are needed to secure more favorable conditions for success under 
the recommendations which follow. 

3. The Commission would respectfully recommend the 
introduction as soon as -possible of courses in agriculture, 
manual training, and home economics in all high schools of 
the state. 

4. The Commission recommends that the general school* 
laws be so amended that any village or city having a popu- 
lation of five thousand or more may establish trade depart- 
ments in connection with the public school system, also may 
provide for continuation schools. 

5. We recommend that a law be enacted providing for 
the certification of all teachers of agricultural and industrial 
subjects. 

6. State supervision of all agricultural and industrial 
courses in the public schools should be provided by law. 

7. We recommend the enactment of a law providing for 
a limited amount of state aid for schools which introduce high 
school courses in agriculture and home economics, or trade 
schools, or continuation schools, according to the following 

n 



general plan ; and that this state aid should not be more than 
$500 for each course, or teacher employed. 

a. The law granting state aid should provide that the 
total amount of state aid under the law should not ex- 
ceed, for the first year, $30,000, for the second year $50,- 
000, nor in any subsequent year $100,000. 

b. The apportionment of state aid between courses in 
agriculture and home economics on the one hand and 
industrial courses on the other should be equal. 

c. Schools applying for state aid must be duly certified 
to the Auditor General by the Superintendent of Public 
Instruction, the order and priority of certification to be 
determined by statute. 

d. Any high school in the state in any township or city 
of less than 20,000 in population may be certified for state 
aid for courses in agriculture and home economics to 
the following amounts, viz. : five hundred dollars for the 
first teacher employed and two hundred and fifty dollars 
for each other teacher employed, provided that no school 
district shall receive an allowance for these courses of 
more than one thousand dollars in all. 

e. Any city or village having a population of 5,000 or 
more shall be entitled to state aid for establishment of 
one or more of these schools, viz.: (1) an elementary 
industrial school ; (2) a trade school for boys 16 years 
or more of age ; (3) a trade school for girls 16 years or 
more of age. Said city may be duly certified to receive 
through its regular board of education state aid to the 
amount of five hundred dollars for the first instructor and 
two hundred and fifty dollars for each other instructor 
employed, up to a limit of four instructors in all for these 
schools or departments. 

f. Cities with a population of 20,000 or more may in 
the same way be certified for continuation schools of 
trades up to a limit of $1,000 for three teachers employed 
in said school. 

g. Any schools drawing state aid under this law should, 
for the purposes of this law, be under the supervision of 
the state department of education, and for these pur- 
poses an additional deputy superintendent should be 
provided. 

The reasons for the recommendations here made arc set 
forth in the more detailed reports of the sub-committees. 

W. H. FRENCH, 
S. O. HARTWELL, 
W. R. BURT, 
G. A. McGEE, 
F. A. JEFFERS. 
C. H. JOHNSON, 
E. W. YOST, 
Commission on Elementary Indiistrial and Agricultural Education. 

12 



REPORT OF SUB-COMMITTEE ON LABOR CON- 
DITIONS. 

C. H. JOHNSON, CHAIRMAN. 

The act establishing- this commission included among its 
duties "a careful study of the conditions of labor (in Michi- 
gan) as they affect children between the ages of fourteen and 
eighteen." The sub-committee to whom this part of the work 
was assigned found it impossible fully to meet its task for 
several reasons. 

In the first place, the funds at the disposal of the sub- 
committee were not sufficient to secure the employment of 
expert assistants, and for a satisfactory study of this sort the 
help of trained investigators is essential, unless the members 
of the committee can give their entire time to the task. In 
the second place, such information as could be secured through 
the State Department of Labor, school officials, etc., was almost 
wholly regarding boys and girls between fourteen and six- 
teen years of age. And finally the necessity of relying largely 
on volunteer helpers in securing data made any complete 
canvass of the situation impracticable. 

In view of these limitations the committee decided to 
undertake a few typical studies as to child labor in certain 
cities. The data gathered are suggestive but much less com- 
plete than was desired. We wish, however, to express thanks 
to the State Department of Labor for many courtesies and for 
co-operation in gathering material. Questionnaires like the fol- 
lowing were sent to the factory inspectors, who were asked to 
interview five or more children in each of the factories where 
children were employed : 

Labor Condition of Boys and Girls 14 to 16 Years of Age. 

1. Date 

2. Name of firm employing children 

3. Town where located 

4. Goods manufactured or handled 

5. Number of boys employed 

6. Average weekly wages 

7. Number of girls employed 

8. Average weekly wages 

Individual Canvass. 



Name Native .... Foreign .... Last School attended. . . 

If trade was taught in school would you have continued ? . . 
Has your school fitted you for any particular line of work?. 



13 



Girls. 


Total. 


1,661 


4,045 


1,407 


4,153 



The careful returns made by Inspector Sylvester Greusel for 
Kalamazoo. Inspector Katherine Heath for Detroit, and Inspector 
Frank Wood for Saginaw have made possible sonie type studies 
for those cities. 

The report of the Department published in 1910 gives the 
following figures for children between the ages of fourteen and 
sixteen found at work : 

Bovs. 

1908 2.384 

1909 2,746 

The figures for the forty leading cities of the state for 1909 
are: boys 2,334, girls 1,340. leaving remainders for the rest 
of the state of 412 boys and 67 girls. It is interesting to 
observe that the 1909 figures for Detroit and Grand Rapids 
are, respectively, 1,493 boys and 1,014 girls, and 213 boys and 
107 girls employed. For the cities of Calumet, Houghton 
and Iron Mountain no boys or girls under sixteen are reported. 
In the list of forty cities just mentioned we do not find such 
towns as South Haven, Frankfort, Hillsdale, Coldwater and 
Niles. This simply means they are included in the balance of 
the state, not that inspection was lacking. From these state- 
ments two conclusions seem justifiable. Factory inspection 
seems to be most carefully done in the larger cities, and for 
the whole state we have no reliable figures to show the num- 
ber of children between fourteen and sixteen either at work 
or out of school. 

We may secure a rough estimate from the educational 
statistics for 1909. (Pp. 165-166. Report of State Superin- 
tendent of Public Instruction, 1910.) These show the 1909 
school census in Michigan to be 755.935, public school enroll- 
ment 555.687; estimated enrollment, private and parochial 
schools, 60,834, and per cent of attendance (public schools) 
75, for an average of 8.9 months. The school census covers 
the fifteen-year period from age 5 to age 19, inclusive. The 
proportion of these enrollment figures to be allotted to any 
two-year period would then be 100,792, 76.092, 8.112, respect- 
ively. On average figures, therefore, 16.588 children fourteen 
and fifteen years of age are apparently not attending school. 
But we know that averag;e figures are unsafe ; we must note a 
correction of these for the evident fact that the number of 
children of age fifteen is smaller than the number of age 
five or age six, hence the fraction 2/15 gives us too large an 
estimate. But. on the other hand, the tendency to leave 
school acts much more heavily for the years above thirteen. 
We conclude, then, that a conservative estimate of the num- 
ber of children between the ages of fourteen and sixteen not 
in school is from 10,000 to 12,000. For the state this com- 
pares favorably with the figures given for Massachusetts by 

14 



the Douglas Commission of 1905 in their well known study on 
this point (25,000; see p. 25, Senate Doc. 349, Mass., 1906). 
It should compare favorably, for Michigan is not so thor- 
oughly organized in industrial lines and our limit for 
compulsory school attendance is sixteen years, while in Massa- 
chusetts the limit is fourteen years ; and we believe that the 
compulsory education law is fairly enforced throughout the 
state. But at best the fact that 5,000 children a year leave 
school, give up the chance for further training, and without 
preparation enter the ranks of labor — or else become idlers — 
is a fact worthy of serious attention. 

When we consider wages we shall doubtless find the fig- 
ures at hand more nearly true for average conditions. The 
Department of Labor gives the average weekly wage for boys 
in 1908 as $5.04, in 1909 $5.24; while girls earned respectively 
$4.14 and $4.26. The investigation in three cities for 1909 
showed the lowest shop wages, for boys, $4.50, the highest 
$8.10— the average $7.81 in Detroit, $5.60 in Kalamazoo, $5.43 
in Saginaw. For girls the lowest shop wage was $4.80, the 
highest $8.50; and the average in Detroit $6.23, in Kalamazoo 
$6.15, and in Saginaw $5.14. 

As has been said, we have for Michigan no established 
figures for the years sixteen to eighteen, but so far as we 
have learned conditions, from observation and through con- 
ference with laborers and employers, we find the evidence 
sustaining the facts shown in other states. There is, for 
those children who have started as unskilled toilers at four- 
teen or fifteen, very slight chance to secure, as adults, either 
skilled labor or a reasonable wage advance^ Under present 
conditions of industrial training in this state they are pre- 
destined to mediocrity of work and wage. 

In the typical studies mentioned, which will be found in 
Appendix A, we asked the opinions of the children them- 
selves regarding the training for industrial work received 
through the schools. The information is too slight for us 
to draw definite conclusions. This much may be said. The 
three cities mentioned are not only industrial centers but have 
well developed manual training departments in their public 
schools. The total number of boys reporting was 166, of 
girls 653. Of these, 54 boys and 82 girls reported valuable 
assistance gained through the school for their manual labor. 
Thirty-two boys and 70 girls declared that they had not been 
fitted for any occupation. The rest apparently were silent, 
except that 55 boys and 62 girls declared that they would 
have remained in school if they could have secured trade 
instruction. From this it seems evident that in these cities 
the present school instruction, does not look strongly toward 
special efficiency in trades. If this is a fact for cities with 
good manual training schools it must be a fact of great weight 

15 



in those communities in which no such schools are provided. 
Several investigations have been made on the money value 
of trade and technical training. We quote one of them : 

"James M. Dodge, president of the American Society of Mechan- 
ical Engineers, sets forth the value of a trade school education. Mr. 
Dodge urges that an untrained boy of sixteen, in good health, repre- 
sents a potential value of $3,000.00 on entering a trade school or 
shop — that is, he is worth to his employer 5 per cent of $3,000.00, 
or $150.00 a year; that the shop taught lad in nine years has in- 
creased this potential value at the rate of $1,300.00 per annum, while 
the trade-school man's investment in himself has been at the rate 
of $2,100.00 per annum. The untrained lad will earn $15.00 per 
week at 24 years of age (and only 5 per cent of this class ever earn 
any more), while the graduate of the trade school reaches this 
earning capacity between 20 and 21, and is getting $20.00 a week 
before he is 24, with unlimited possibilities for the future. Mr. 
Dodge urges, backing his arguments by facts and figures, that the 
best investment any boy can make is to 'invest himself by increas- 
ing his own potential value. This result, Mr. Dodge points out, is 
gained most thoroughly and effectively by training. ' ' 

("The Money Value of Training," St. Nicholas, Nov., 1904. 
Quoted in Gillette, Vocational Education, p. 33.) 

Such computations are verified by experience. The record 
for twenty-five years made by the Hebrew Technical Insti- 
tute of New York City is convincing. This school takes boys 
of fourteen for a three years' course. "It aims to train them 
for the mechanical and technical trades in such a way as will 
give them a good preparation for such positions as skilled 
artisans, pattern makers, foremen in woodworking and iron- 
working shops and in the various electrical industries, and 
as draftsmen in architects' offices." 

At the twenty-fifth anniversary of the school, in 1909, these 

facts were shown : 

Av. weekly 

No. living. income. 

Graduates employed 1 year (class 1908) 81 $ 7.25 

Graduates employed 5 years (class 1904) 62 18.00 

Graduates employed 10 "years (class 1899) 27 29.00 

Graduates employed 20 years (class 1889) 16 40.00 

The average wage of the graduates of more than ten years' 
standing is $38.58 per week.* 

No such opportunities for industrial progress are at pres- 
ent given in Michigan. The boys and girls who leave school be- 
fore they are sixteen years of age almost inevitablv remain in the 
lower industrial classes. There has been little effort to train 
them industrially. We have seen this to be true so far as the 
school systems go. It is practically true for all the great 
industries. Manufacturers in every line complain that a large 
proportion of the men who come to them as journeymen are 
lacking in skill and mechanical knowledge. They have gained 
a bit of experience in one shop, gone to another and gained a 

* For a complete table see Dean's "The Worker and the State," pp. 138-140. 

16 



bit more, and graduated from a short term of work in the 
third with the title of mechanic. It is only fair to say that the 
men themselves are often as troubled by these conditions as 
are their employers. 

Occasionally a great industry will establish apprentice 
schools of its own. We know of only three such in Michigan — 
the apprentice schools of the Packard and Cadillac automo- 
bile companies in Detroit, and the Grand Trunk railway 
apprentice school at Battle Creek. These three schools pre- 
pare a few boys as draftsmen or machinists. In general terms, 
adequate training for this class of laborers has not begun. If 
our estimate of the number of children each year forced pre- 
maturely into the industrial ranks is correct, we believe that 
the need is evident of thorough planning for a training equiva- 
lent to the continuation schools of Germany. 

The whole question of labor conditions deserves more thor- 
ough study. But we are sure that later investigation will only 
strengthen the conclusion that careful industrial training is de- 
manded as a means of advancement for workers and as a matter 
of economy for the state. 



17 



REPORT OF SUB-COMMITTEE ON RURAL AND 
AGRICULTURAL EDUCATION. 

W. H. FEENCH, CHAIRMAN. 

The investigation of the subject of agricultural education 
has been made by special visitations of a sub-committee, 
together w^ith questionnaires submitted to various agricultural 
schools and institutions. In many instances it has been found 
impossible to secure absolutely accurate information. This is 
particularly true in what may be termed the new field of high 
school agriculture. 

We find five types of agricultural schools and institutions 
in the United States : 

(a) The college of agriculture and mechanic arts. 

(b) The state secondary school of agriculture. 

(c) The congressional district secondary school of 

agriculture. 

(d) The county school of agriculture. 

(e) Public high schools of agricultvire. 

There is another variety of agricultural school which con- 
forms practically to the state type such as is found in certain 
schools in Tennessee and New York, sometimes called 
"attached schools." 

The first kind may be called the college type ; such insti- 
tutions were established under the land grant acts of Congress 
and are generally known as the land grant colleges. Their 
special function has been to give instruction of college grade 
in agriculture and the mechanic arts, and the graduates of 
these institutions have become leaders in the agricultural and 
mechanical world. 

The second type, which may be called state secondary 
schools, are either connected with the state school of agri- 
culture, as at St. Anthony's Park, Minnesota, or attached to 
special preparatory schools, like x\lfred University in New 
York. The purpose in the minds of those who manage this 
class of schools is to train farmers, and this may be said also 
of the congressional district type, found in Georgia, Alabama 
and Oklahoma. 

The county type, as shown in the county schools of agri- 
culture of Wisconsin and Michigan, are special secondary 
schools having a two-year course of study and admitting 
students from the eighth grade. The underlying principle of 
these schools is to bring instruction in elementary agricul- 
ture as close to the people as possible, to establish the funda- 
mental principles of the various subjects and to train young 
men and women for a successful career on the farm. 

18 



In the public high school type of agricultural school we 
find several plans — one the introduction of a one-year course 
in elementary agriculture into the regular high school cur- 
riculum, as in Nebraska, Ohio, and some other states; the 
other the introduction of a course of study in agriculture con- 
sisting of four units which continue through the several 
grades of the high school as an elective subject. Such schools 
are found in Michigan, Minnesota, New York, and a few 
other states. 

So much may be said by way of general introduction. The 
result of the investigation of the Commission by the use of 
questionnaires will be found in tabulated form in another 
part of this report. 

STATE SECONDARY SCHOOLS. 

The state secondary school of agriculture at St. Anthony's 
Park, Minnesota, together with the county schools of agri- 
culture of Dunn, Marathon and Menomonie counties in Wis- 
consin, and Menominee county in Michigan, were visited 
by a sub-committee. The State School of Agriculture at 
St. Anthony's Park presents a three years' course of six 
months in each year for both young men and young women. 
The subjects offered include domestic science and domestic 
art ana drawing for the women, and soils, crops, fertilizers, 
drainage, farm mechanics, live stock, dairying, entomology 
and horticulture for the men. The young women are allowed 
to take certain of the courses in dairying, horticulture and 
gardening, and every effort is made to make the work simple 
and practical according to the purpose above stated, which 
is to render such service as will produce intelligent farmers 
and farmers' wives. There are two other schools of similar 
character in the state of Minnesota. The general grade of 
instruction given is about midway between that of the col- 
lege of agriculture and the county or public high school work 
in agriculture. The attendance at St. Anthony's Park during 
the current year is 500 young men and 200 young women. 

The school opens late in the fall and closes early in the 
spring, the students returning to their own homes to prac- 
tice the rules and theories which have been presented to them 
during the school year. No tuition is charged, but regular 
laboratory fees are required. The entrance requirements are 
elastic, but the young people are supposed to have completed 
the eighth grade and to be at least sixteen years of age. 

This school at St. Anthony's Park is attached to the State 
School of Agriculture and State University and therefore is 
particularly well equipped for its work. The two other sim- 
ilar schools in Minnesota attempt to do the same grade of 
work, but of course have not the same opportunity and equip- 
ment. The work is entirely of a practical nature, and Dr. 

19 



Mayne, the head of this department, reports that a very large 
percentage of the boys return to farming as a permanent 
occupation. A few take special interest and continue their 
work in the regular collegiate course. It should be noticed 
in passing that schools of this character not attached to well 
equipped institutions must spend considerable sums for a 
plant and for equipment, otherwise the work would be limited. 
The special committee had no opportunity to visit any of 
the congressional district schools, but from reports received 
from them we learned that they are elementary in character. 
Students are permitted to enter from the eighth grade and 
receive two years of instruction. These schools are fairly 
well equipped with apparatus and with trained instructors 
and are designed to prepare young men for all ordinary farm- 
ing operations and to give them some insight into the science 
of agriculture so that they may be reasonably skillful in 
conducting the affairs of the farm. Typical courses of study 
such as are found in these schools are given in another part 
of this report and the character of the institution can be 
judged somewhat from them.* 

COUNTY SCHOOLS OF AGEICULTURE. 

The law authorizing county schools of agriculture in Wis- 
consin was passed in 1902. At first two schools were author- 
ized and later the law was made general and the expense 
for supporting the school is borne both by the county and 
the state, the state paying four thousand dollars annually and 
the county the balance. The typical courses of study will be 
found in the appendix. At the present time there are but 
six of these schools in operation. The average attendance 
of boys ranges about thirty and the average attendance of 
girls slightly above this. The investigation showed that a 
large percentage of the boys come from the farms, while a 
large percentage of the girls come from the city or village 
where the school is located, the course for the girls being 
domestic science, domestic art and manual training. 

The Dunn County School 

located at Menomonie, was organized in 1902. The school 
population of the county is 7,000. The number of boys en- 
rolled during the current year, 47 ; number of girls enrolled, 46. 
The entrance requirements are completion of the eighth grade 
and the minimum age sixteen years. The annual cost of this 
school is $11,000, of which the state pays $4,000 and the 
county the remainder. The school is nicely accommodated 
in a fine two-story building, which is equipped with a con- 
siderable quantity of apparatus. The value of the apparatus 
and equipment is estimated at $10,000 and the value of the 

• Appendix B, 1. 

20 



library at $1,000. Besides laboratory equipment, this school 
possesses twelve well-bred cows and some other live stock. 
There are four instructors, two of whom are graduates of 
agricultural colleges and two are graduates of special tech- 
nical schools ; these latter instructors have charge of the 
manual training and domestic science. The present value of 
the entire plant is estimated at $36,000. There is no land 
connected with the school, but negotiations are under way 
to secure a small farm. The length of the course is two years 
of thirty-two weeks each. During the past eight years nearly 
two hundred students have been, graduated from the school. 
In addition to the regular agricultural subjects, some in- 
struction is given in English, arithmetic, bookkeeping, 
history, physics, and chemistry. Twenty of the students dur- 
ing the current year are non-residents of Dunn County. The 
expense per student for board and room runs from $3.50 to 
$4.50 per week. The manual training shop is equipped with 
tools and benches and the work is confined to practical exer- 
cises. A course in blacksmithing is given during twenty- 
four weeks, two hours a day. The average age of the present 
enrollment is nineteen years. During the winter months each 
year a short course of several weeks is given for the farmers 
of the county. These short courses will include dairying, 
poultry husbandry, corn raising, and domestic science. Spe- 
cial lecturers are employed for this work. 

Marathon County Agricultural School, Wausau, Wis. 

This was the first school established under the law of 
Wisconsin authorizing county schools of agriculture. The 
school is located on a plat of ground containing about seven 
acres. The school population of the county is about 15,000 
and there are sixteen villages and cities in the county main- 
taining high schools. The number of boys enrolled, 17; the 
number of girls, 32. The ages of students range from four- 
teen to twenty. The annual cost of this school is about $7,000 
and its revenues are derived from the same sources as the 
Dunn county school. The value of the plant is about $40,000. 
The equipment is valued at $2,500, and the library at $1,000. 
The course of study is practically the same as in Dunn county 
and three regular instructors are employed. The superin- 
tendent stated that 50 per cent of the girls usually come 
from the villages and city. It was estimated that at least 
90 per cent of the boys return to the farm. On inquiry we 
found that the people of the county are not particularly in- 
terested in higher education. Very few children from the 
county are attending high schools or college. The expense 
of students for room and board here runs from three to four 
dollars per week. This school has graduated 56 students 
during its existence and there are thirteen in the graduating 

21 



class of the current year. Short courses are conducted the 
same as in the Dunn county school. 

The equipment in these county schools of agriculture 
consists of a limited amount of apparatus for physics, chem- 
istry and soils, the ordinary equipment for a manual training 
shop, and cream separators, Babcock tester and other appa- 
ratus for work in dairying. There is sufficient equipment for 
practical elementary instruction in the several agricultural 
subjects. 

The other four county schools of agriculture in Wisconsin 
have practically the same courses of study and are managed 
in a similar way. The two mentioned are the oldest and are 
selected as being typical of what the county school of agri- 
culture could be. 

The population of these counties is largely German and 
Scandinavian. It was found that in these counties a very 
small percentage of young people from the rural districts 
attend the public high schools, their education practically 
being completed in the rural schools so that in almost every 
case the young people who attend the county school of agri- 
culture wouldnot have attended any school beyond the rural 
school had it not been for this special opportunity. The 
average per capita cost per student in these schools ranged 
about $130 per year and the number of students attending, 
as above stated, would come from an average school popu- 
lation of about 8,500 children, so that the number attending 
these special schools is very small as compared with the 
school population of the county. However, from the state- 
ment just made, that few of these young people would have 
attended any institution of learning other than the rural 
school, it would seem that the special county school of agri- 
culture does perform an important function in the educational 
system of the counties where located as well as in the state. 

Menominee County Agricultural School, Menominee, Mich. 

This school was established under a special act of the 
legislature in 1907. The law authorized the board of super- 
visors to appropriate money for the organization of the 
county school of agriculture and domestic economy. The 
issuance of bonds in order to raise the necessary money was 
made subject to the vote of the electors of the county. The 
board of control consists of five members, one of whom is the 
county commissioner of schools. The board has the usual 
powers given to boards of education and the law makes it 
possible that two or more counties may unite in establishing 
such a school. Under the original act the county was re- 
quired to provide buildings and equipment and maintain the 
school. This law was amended in 1909 in such a way that 
the state now provides two-thirds of the expense for its man- 

22 



agemeut and not to exceed four thousand dollars in any 
year. The city of Menominee donated 107 acres of land to 
the county and the original appropriation for buildings was 
$20,000. The entire population of the county is 38,000 and 
the school population 9,000, about one-half of which is in 
the city of Menominee. The entrance requirements are placed 
at completion of the eighth grade, but are somewhat elastic 
for older students. Number of boys enrolled during the cur- 
rent year, 18; number of girls, 38. The annual cost of the 
school is about $7,500; the present value of the plant is esti- 
mated at $65,000, the apparatus at $1,000, and the library at 
$300. The school has graduated 18 students and 11 com- 
pleted the course in June, 1910, three of whom were boys. 
The length of the course is two years of nine months each, 
and three regular instructors are employed. The school is 
wdl equipped for manual training and domestic science work 
and has a fair equipment for agricultural work. The appa- 
ratus for instruction in dairying is particularly good. The 
institution owns several cows, horses, and other live stock and 
poultry, and the laboratory work is supplemented by observa- 
tions on nearby farms. During the current year a short 
course for farmers was conducted through eight sessions with 
special lectures. The superintendent estimated that about 
500 farmers attended these courses. During the past year a 
dormitory has been constructed which will accommodate all 
of the students. The expense per student for room and board 
is about $3.50 a week. 

The population of Menominee county is largely foreign. 
There are several graded and high schools but very few chil- 
dren from the rural districts attend them. The county com- 
missioner of schools stated that in his judgment very "few of 
the children who attend the county school would be in school 
anywhere were it not for this institution. The instruction in 
the several departments is excellent, the purpose being to 
train young men and women for actual life on the farm. 

GENERAL OBSERVATIONS ON SPECIAL SCHOOLS. 

The investigations of the committee and the answers to 
questionnaires show that it is the purpose of those in charge 
of these schools to provide elementary training which shall 
interest young people in agriculture and if possible train them 
for the vocation of farming. We have shown that in the 
counties where these special schools are established the rural 
people are not generally inclined to high schools and to sec- 
ondary instruction. They seem to be interested only in their 
vocation and in the business of making a living; as soon as 
the child is old enough to work, the need for education prac- 
tically ceases in the eyes of these people. Under these cir- 
cumstances the special school seems to attract some attention 

23 



and evidently does a much needed work. It would seem that 
both in Wisconsin and Michigan the policy of establishing 
special secondary schools was inaugurated before any effort 
was made to introduce vocational courses into the public 
schools. The figures given above show that about 1 per cent 
of the pupils of Dunn county and three-tenths of 1 per cent 
of the pupils of Marathon county attend these schools. In 
Menominee county, Michigan, the attendance is approxi- 
mately six-tenths of 1 per cent. The annual expense for each 
school averages about $7,500. When we consider the num- 
ber of school children, the number of high schools and the 
results so far secured from the special school it is pertinent 
to consider whether it would not be better educational and 
business policy to make a strong eft'ort to interest the people 
more thoroughly in the public schools, and especially in the 
high schools, and introduce therein special or vocational 
courses rather than to organize a separate and special educa- 
tional system for secondary vocational instruction. 

PUBLIC HIGH SCHOOL AGRICULTUEE. 

The typical cases of this class of schools are found in 
Minnesota and Michigan, and through questionnaires we se- 
cured information from the schools at Albert Lea, Canby, 
Glencoe, Lewiston, and Red Wing, in Minnesota. There 
are ten high schools giving regular courses in agriculture with 
special instructors for these subjects. We shall compare the 
schools in Michigan with those mentioned above in Minnesota. 
By reference to the tables it will be found that these places in 
Minnesota range in population from 900 to 12,000. The enroll- 
ment in the high schools ranges from 34 to 243. The number 
of boys fourteen to nineteen enrolled ranges from 18 to 90, 
and the number of boys taking agriculture ranges from 17 
to 39. The course in agriculture pursued in these schools 
includes botany, farm crops, carpentering, horticulture, poul- 
try, blacksmithing, entomology, and live stock. The reports 
show that in each case there is a small tract of land for the 
use of the school and that the agricultural instruction is given 
at comparatively slight extra cost; but it should be noted 
that the figures given in the table include as extra cost the 
purchase price of land, which would become a permanent 
improvement and ought not to be charged to annual per 
capita cost. 

The instruction in each of the ten schools mentioned above 
is given by one special instructor in agriculture and in addi- 
tion to the regular work done in the school a special short 
course is presented during the winter months for the farmers 
of the surrounding community. The tables indicate that the 
attendance at these courses was good. The subjects presented 

24 



were such as to reach especially the conditions in each case. 
It is too early to judge definitely of the effect of this instruc- 
tion, but if the policy is continued we may safely predict that 
it will become a strong educational and industrial factor in 
each community. 

The state of Minnesota has taken advanced ground in re- 
gard to industrial education. The Putnam Act, passed by 
their last legislature, provides for the introduction of courses 
in agriculture, manual training and domestic economy in the 
high schools of the state, in graded and consolidated schools, 
and authorizes rural schools in the vicinity of such schools 
to become associated with the high schools for the purpose of 
receiving instruction in these special courses. The law pro- 
vides that the instruction in these courses shall be free to all 
residents of the state, and that instruction shall be given in all 
the subjects pertaining to agriculture and domestic economy; 
also that trained instructors shall be employed and that each 
school must own a tract of at least five acres of land. The 
state appropriates an amount equal to two-thirds of the actual 
expense of this special instruction, but the appropriation can- 
not exceed $2,500 per year for any school and not more than 
ten schools can be established the first year nor more than 
ten additional in each succeeding year. It is too early to deter- 
mine the absolute value of this departure in education, but it 
is the clear purpose of the people of Minnesota to have the 
so-called practical or vocational subjects within the reach of 
every child in the state, and it remains for the schools and 
teachers to present this kind of instruction in such a way 
that it shall commend itself to the people of the state. From 
every county in Minnesota where agriculture has been intro- 
duced in the high school courses of study we received ex- 
tremely favorable reports concerning the work — from teachers, 
students and farmers — thus showing that the work is appre- 
ciated, that the attendance is increased, and that its value is 
discoverable even though the schools have been in operation 
such a short time. 

HIGH SCHOOLS OF MICHIGAN. 

During the current year regular courses in agriculture will 
be given in eleven high schools of Michigan. The subjects 
included are agricultural botany, farm crops and horticulture, 
live stock, dair3dng, soils, poultry, live stock improvement and 
feeding, farm management and farm mechanics. These sub- 
jects are organized as units in each year of the high school 
course — agricultural botany being given in the ninth grade ; 
farm crops, elementary soils, horticulture and insect life of 
the farm in the tenth grade ; live stock, dairying, and soils in 
the eleventh grade ; live stock improvement and feeding, poul- 
try and farm management in the twelfth grade, the combina- 

25 



tion for each grade counting as a single unit and the entire 
work being elective. 

Reference to the courses appended hereto will give a com- 
parison of the character of the courses in the dififerent states. 
From the Michigan figures it will be noted that the popu- 
lation of the district ranges from 650 to 6,000, thus making 
the high schools of Michigan compare very favorably with 
those mentioned above in the state of Minnesota. The en- 
rollment in these high schools ranges from 67 to 280, and the 
number of non-resident students attending from 26 to 80. The 
number of boys enrolled in these high schools ranges from 
29 to 133 and the extra cost of instruction in agriculture from 
nothing to $400 per year.* The amount of land used for 
experimental purposes is small, in some cases no land at all 
having been used, but it should be stated in this connection 
that observation and work on the home farms supplement 
the work of the school. The tables above referred to give a 
list of special experiments performed by the students together 
with items observed on their trips to neighboring farms. A 
considerable part of the regular equipment for work in botany, 
ph3'sics, and chemistry is utilized for experiments in agri- 
culture. Each school has provided additional special equip- 
ment at comparatively small expense for work in soil tem- 
peratures, soil testing, seed testing, plant propagation, and 
dairying. The work in farm machinery and farm mechanics 
is presented by careful observations and work on the prem- 
ises of some dealer in agricultural implements, also in black- 
smith shops. Special observation and experimental Avork has 
been done in almost every case concerning' farm crops, espe- 
cially corn, potatoes, and legumes. Thus it will be seen that 
laboratory facilities are provided at comparatively small ex- 
pense. The regular library has been supplemented by the 
purchase of farm papers and magazines and reference works 
on the various agricultural subjects. This material is not only 
for the use of students in school but can be drawn upon by 
the parents at home if desired. The instruction is given by 
graduates from the Agricultural College. 

In connection with the work in the high school, extension 
courses are presented during the winter months for the farm- 
ers of the surroimding community, the regular instructor 
in agriculture taking a large part in this work. Lecturers 
from the Agricultural College are provided, if requested. The 
tables heretofore mentioned show that the number of lec- 
tures averaged seven in each place and that the attendance 
ranged from fifteen to sixty farmers during the entire course. 

♦In explanation of the extra expense it is proper to say tliat in ono or two 
cases the special teacher of agriculture tavight the regular sciences in the high 
school and therefore the expense for instruction was not increased over what it 
would have been had a regular science teacher been employed, who did not teach 
agriculture. 

26 



This instruction is designed not only to assist the farmer but 
to interest him in the general work of education and make 
him a partner with his son in education as well as vocation. 

The effects of this work after two years of experience are 
found to be good. Great interest has been stimulated in the 
school and in the general welfare of the community. In 
every case the attendance at the high school has increased, 
and the high school authorities attribute the increase almost 
entirely to the introduction of the agricultural courses, the 
increase in attendance coming largely from the rural districts. 

The general plan of agricultural work in the Michigan and 
Minnesota high schools is to emphasize the four leading phases 
of agriculture, plant life, animal life, soil fertility and farm man- 
agement, and in doing this the farms and farming appur- 
tenances of the surrounding community are utilized in con- 
nection with laboratory experiments in the schoolroom. The 
attitude of students and patrons of the schools is thus far 
extremely favorable. The work of introducing agriculture 
into the high schools of Michigan was begun in the fall of 
1908 with one high school. 

It is proper to call attention to the fact that the work done 
in Michigan by way of introducing agriculture into the pub- 
lic high schools has been accomplished thus far without the 
stimulus of state aid. The credit is entirely due to the Michi- 
gan Agricultural College and its interest in the public schools 
has been manifested in this way. The college created a de- 
partment of agricultural education and one of the features 
of the work of that department is to assist in the introduc- 
tion of agricultural courses in the public schools. 

EUEAL SCHOOLS. 

In addition to personal inspection, questionnaires were 
submitted to county commissioners of schools of four typical 
counties of Michigan — Branch, Ionia, Muskegon and Sagi- 
naw — with the request that the commissioner should make 
personal investigation, and report the conditions of his county 
according to the questionnaire. He was further requested to 
give statistical information from a typical township in his 
county. The aim of the questionnaire was to determine the 
educational and labor conditions of rural districts. Accord- 
ingly we secured the school census of boys in rural districts 
fourteen to nineteen years of age, the enrollment in school 
of the same ages and the number of boys employed on farms. 
We desired to secure information, also, as to the number of 
boys between the ages of fourteen and nineteen who leave 
the farm permanently each year and go to the city for em- 
ployment, also the attendance at high school. The county 
commissioner was also requested to secure practically the 
same information from a typical township in his county, with 

27 



the added information as to the number of boys in the town- 
ship who intended to remain on the farm and who have had 
no special instruction in agriculture ; also the average wage for 
farm labor. 

Reference to the statistical tables will show that the school 
population in the above named coimties, exclusive of villages 
and cities, ranges from 765 to 1,956; that the enrollment of 
boys fourteen to nineteen years in rural schools ranged from 
282 in Muskegon county to 489 in Saginaw county, and it 
should be noted that this number was made up almost en- 
tirely of boys from fourteen to sixteen, inclusive. Very few 
boys over sixteen years of age attend the rural schools. It 
is reported that the number of boys fourteen to nineteen 
years of age regularly employed on the farm in the fore- 
going counties ranged from 103 in Ionia county to 950 in 
Saginaw county. At the same time it should be noted that 
the number of boys fourteen to nineteen attending high 
schools in these counties ranged from 34 in Muskegon county 
to 277 in Branch county, and that the number of boys pre- 
paring for college ranged from 15 in Saginaw county to 100 
in Branch county. 

The information found in the tables from the typical town- 
ships shows that in Guard township of Ionia county there 
were 48 boys in the rural school census fourteen to nineteen 
years of age, 33 in Berlin (Ionia county), 46 in White River 
(Muskegon county), and 50 in Tittabawassee (Saginaw 
county), and of this number 31 attended rural schools in 
Guard township, 10 in Berlin, 12 in White River, 10 in 
Tittabawassee ; from the same townships the number of 
boys fourteen to nineteen attending high school was 7 in 
Guard, 4 in Berlin, 4 in White River, 5 in Tittabawassee. It 
will be noted, too, that the number of boys of the same ages 
who intended to remain on the farm and who have had no 
special instruction in agriculture was 10 in Guard township, 
15 in Berlin, 25 in White River, and 28 in Tittabawassee, 
and that the wage at farm labor in these townships averaged 
a little less than twenty dollars per month. 

The one-room school has performed a large part of the 
education of the people in the past, but with the changed 
conditions in the country and improvements in all forms of 
industry, and especially in agriculture, such a school has be- 
come less and less able to meet the needs of the present 
generation in preparing it for life's duties. In these schools 
we find a very small amount of apparatus, small school 
yards and only one instructor, and it is therefore practically 
impossible for the rural school to enter upon the field of voca- 
tional instruction. The most that it can possibly do is 
through the introduction of elementary forms of hand work, 
domestic art, nature study, and the elements of agriculture 

28 



to develop a respect for vocation. All these subjects must 
be taught as incidental because of the absolute necessity of 
training the children in what may be called the regular or 
academic subjects, such training being designed to give them 
the power to gather thought from the printed page and to 
make such computations as are necessary in the everyday 
affairs of life. Of these things the rural school should give 
to each child a very definite possession. If the rural school 
does its elementary work well it may have served its pur- 
pose, but it can not and will not fully meet the needs of the 
rural population. 

From the information given above in regard to the effect 
of agricultural courses in public high schools, where it has 
been shown conclusively that the introduction of such courses 
increases the attendance in the high school, especially of boys 
fourteen to nineteen, years of age, we may conclude that if 
in all rural townships there were high schools presenting 
courses in agriculture an opportunity would be afforded to 
those boys who intend to remain on the farm to receive 
special agricultural instruction and at the same time a larger 
number of them would be attending school and securing much 
needed information. These conclusions convince us of the 
desirability of establishing township high schools wherever 
high schools are not already accessible to all rural children. 
For this reason we have introduced in our recommendations 
a provision for township schools and high schools. 

The vital statistics shown by the government census indi- 
cate most conclusively that the daily or monthly wage of a 
man increases almost directly in proportion to the amount 
of his educational training and particularly in regard to the 
amount of technical instruction or training which he may 
have received. This being true, we may conclude that these 
same boys in these rural townships, when compelled to earn 
their living, could, through the special instruction possible in 
high schools, prepare themselves for a higher present wage 
and of course a proportionately increased wage through life. 
Thus, from the money standpoint alone, it can be seen from 
the figures submitted herewith that special agricultural and 
industrial instruction is valuable and will promote the wel- 
fare of the rural community. 

EEASONS. 

The following reasons may be given for introducing agri- 
cultural courses into public high schools : 

1. The student body is annually recruited from the rural 
population. 

2. The courses of study are easily modified. 

3. Laboratories and equipment need only slight modi- 
fication. 

29 



4. They cannot injure the special schools because they 
do not give the same class of instruction. 

5. Agriculture is a vocational subject for those intending 
to live on the farm and a cultural subject for all others. Not 
the subject but its use determines its value. 

6. There is a distinct gain in the value of the work done 
in the other sciences presented in the high school because of 
opportunity for practical application through agriculture, and 
thus the training will become a vital part in the mental 
equipment of each student, and he will be led to inquire and 
experiment for himself. 

7. Students are encouraged to receive this agricultural 
instruction in their own school, thus saving the expense of 
living away from home. 

8. Agriculture can be taught in the high school without 
the necessity of duplicating subjects and equipment, as would 
be necessary in the special school. 

9. The results are practical so far as actual farm opera- 
tions are concerned. 

10. It has been shown that this instruction develops the 
thinking and judging powers of the student as thoroughly 
as any other subject taught in the school. 

11. Agriculture, like other industries, must be taught as 
a science and as an art in itself and not as related to other 
subjects or sciences. 

12. The presentation of agriculture as a subject of study 
raises it at once to the same plane as other subjects taught 
in the school and dignifies both the science and the art. 

CONCLUSIONS. 

In considering any plan of complete industrial education 
we must include agriculture. From the investigations 
already made it appears that there is a two-fold problem in all 
industrial education: (a) To so teach applied science that 
we do not weaken its power as a tool for research ; (b) to so 
modify our courses of study that we do not lessen their 
real school value, or what may be termed their cultural and 
disciplinary value, and yet at the same time benefit the indus- 
trial classes. 

The fault in our present system of education is largely in 
its traditions, not in its ideals. We must cherish high 
ideals but it is perfectly proper to remove and destroy tradi- 
tions which have become outgrown. It is claimed by sorne 
that the introduction of industrial courses into the public 
schools will commercialize them. It does not occur to us 
that this is an argument, because if there is any such danger, 
and we realize it, the means will be found to avoid such 
results. Without doubt, mistakes will be made in this new 
movement, because no uniform definite plans are in opera- 

30 



tion and the time which has been given to the test is insuffi- 
cient to determine absolute results. 

Of th6 types of schools mentioned at the beginning of 
this discussion, the state or college type has, without ques- 
tion, demonstrated its value and performed its function. It 
does not appear that we need more agricultural institutions 
of college grade, but the moment we get away from the 
college grade we find ourselves on uncertain ground because 
we have as yet found no absolute definition of secondary 
agriculture. From the types of schools mentioned it would 
appear that the college type would rank first and that the 
special state school would rank second, the congressional 
district school or attached school third, the county school 
of agriculture fourth, and public high school agriculture fifth. 
Yet we find all of these subordinate institutions claiming to 
give instruction in secondary agriculture and our nomenclature 
immediately becomes confusing. The results of the investi- 
gation show conclusively that the same grade of agriculture 
is not and can not be taught in the public high school or 
special county school as can be taught in the special state or 
congressional district school. 

It seems to be clear : 

(a) That industrial education should provide for training 
the boy in manual arts and agriculture and the girl in domestic 
economy. 

_(b) That the elementary schools or rural school cannot 
train for vocations because of their limitations, but that they 
can give certain instruction which shall result in at least a 
respect for the several vocations. 

(c) Industrial training in its narrow sense is not so 
important for rural schools because country children still 
have a chance to learn of certain industries at home and 
children may be given school credit for industrial tasks per- 
formed a.x home. 

(d) Secondary agricultural education is here to stay be- 
cause economic conditions demand it, and public schools 
supported by public taxation should serve the public ; they 
can do this best by at least presenting enough of agricultural 
training so that young people may learn to do things and 
at the same time discover their own vocational traits or 
tendencies. 

(e) Only a small per cent of our high school graduates 
enter college, therefore the high school course of study must 
ofi^er at least two fields or prepare for two fields: (1) higher 
training; (2) practical life. 

(f) The public high schools in the last twenty-five years 
have made rapid improvement and have come into popular 
favor. This is shown by the fact that the attendance in that 

31 



time has more than quadrupled and that the percentage of 
boys enrolled in high schools has increased by nearly the 
same ratio. Therefore the present demand of the people that 
these high schools shall attach certain subjects must be heard 
and observed. 

(g) Probably the quickest way to secure agricultural in- 
struction of secondary grade is through the establishment of 
special schools. The foregoing discussion, however, shows 
that the establishment of such schools will necessitate the 
duplication of buildings, equipment and instruction to a 
very large extent and thus ultimately make the expense at- 
tending such schools very great, if not beyond the limit of 
public taxation. 

To summarize, therefore, we may say that: 

(1) The state colleges of agriculture and mechanic arts 
are fulfilling their mission. 

(2) That special secondary schools of agriculture of the 
state and county type may serve the public best in certain 
localities but with a comparatively high per capita cost. 

(3) That the secondary agricultural high school of the 
public type may serve practically all of the people of any 
county or state with a moderate expenditure for buildings, 
equipment and instruction. 

(4) Secondary courses in agriculture should emphasize 
four fundamental units: (1) plant life; (2) animal life; (3) 
soils; (4) business agriculture; and regular courses in these 
subjects should be made a single unit in each year of the 
regular high school course. 

" In Appendix B will be found typical courses of study in special 
secondary agricultural schools, also in public high schools, 
which will be interesting by way of comparison. 



32 



REPORT OF THE SUB-COMMITTEE ON ELEMENT- 
ARY INDUSTRIAL EDUCATION. 

S. O. HAETWELL, CHAIEMAN. 

Industrial training, in its beginnings and in the realization 
of its needs, is not so new a subject as we may think. It is 
as old as the industries themselves. But as new occasions 
teach new duties, so the readjustments of society bring to 
words new meanings. The industries, as we now use these 
words, are essentially modern, at once the realization and the 
product of those immense forces that are the truisms of mod- 
ern life though of most recent application, transportation by 
power, and transported power. These have made possible 
the factory system, the mechanical development, and the 
minute subdivision of labor, which make the industries of 
today an entirely different thing from their parent occupa- 
tions of a century ago. So industrial education in the more 
restricted present use of the phrase is a comparatively new 
topic ; elementary industrial education is still younger. We 
might find in the history of the last century many investi- 
g"ators and some experiments, but popular discussion has 
been, in this country, a matter of the last decade. Yet it has 
spread so widely and rapidly that fundamental arguments are 
well understood. 

It is needless now to enlarge upon the need for supple- 
menting the present education of the schools with training 
that shall increase the practical efficiency of all classes of 
hand workers. The desirability of such training has long 
been admitted ; that it is necessary in the United States, if 
our laborers are to maintain a respectable position in the 
various crafts, has been clearly demonstrated by many 
disputants. The right, the duty, indeed the privilege of the 
public to maintain such training as an integral part of its 
general S3'stem of education may still need supporters but 
has passed the point of requiring argumentative proof. It 
is the duty of this committee to consider the general ques- 
tion as it relates to Michigan. 

INDUSTEIAL CONDITIONS. 

Michigan may still rank as an agricultural state and in 
our belief has possibilities in agriculture far above any yet 
attained, but it needs only a casual view to show that in its 
combination of the three great activities — agriculture, manu- 
facturing, and mining — it is in many respects unique among 
the states. Already its diversified commercial interests have 

33 



linked the productive energies of the state with ahiiost all 
lines of industry, and the chances for growth and progress in 
many departments of manufacturing are as great as the 
chances of improvement in the tilling of the soil. 

While no longer in the central wheat belt, the state is 
still a large producer of the staple grains — wheat, corn, and 
oats. Its fruit is known all over the country and the industry 
of fruit raising seems just now to be entering on a second 
period of growth. Michigan potatoes reach the markets of 
Florida and Cuba, and Michigan beans are largely consumed 
in Boston. In mining one has but to mention Calumet and 
Hecla to know something of the great record of the state in 
the production of copper. The iron mines of the Northern 
Peninsula, the coal mines of the Saginaw Valley, and the 
salt Avells found at many points of the lake coast from Delray 
to Manistee exemplify the prominence Michigan has as a 
producer of minerals. Of silver and gold its rocks seem to 
contain little, but the store of wealth already realized through 
its minerals and metals is enormous — and the tale is not yet 
told. 

In manufacturing there is a great range of staple products 
and a chance for development that is still greater. Michigan 
is at present manufacturing half of the annual output of auto- 
mobiles in the United States. Detroit has great stove foun- 
dries, great car shops, and ship yards. In spite of the neces- 
sity for carrying much of the raw material from distant 
states. Grand Rapids still holds a leading place in the manu- 
facture of furniture. The Kalamazoo Valley is as noted 
throughout the west for the paper industry as Holyoke is in 
the east. Battle Creek sends threshing machines and cereals 
around the world. All sorts of manufactured wood, from 
matches and pie plates to buggies and billiard tables, are here 
produced, and work in metal is growing fast. The central 
situation of the state, with great markets east and west and 
great stores of its raw materials to the north and south, in- 
creases its chance for productive development. The state is 
a center for the development of electricity from water power, 
while its transportation routes and connections, whether by 
water or rail, furnish unrivaled chance for a mercantile growth 
far above anything yet attained. The greatest present draw- 
back we share with other industrial states — the lack of a 
number of skilled artisans sufficient to increase to fuller 
capacity the present activity of its typical manufacturing 
centers. Steady growth can be maintained only through sys- 
tematic training of handicraftsmen. To realize the neces- 
sities of Michigan in the general question of industrial educa- 
tion one has only to take the map and pick out for himself 
the centers of manufacturing already developed and the cen- 
ters of power waiting for work to do. Then he may study any 

34 



one of them and find out that capital is waiting for invest- 
ment in the skih and character of helpers. This does not mean 
that we have not at present a high class of labor; it means 
that this state, like others, has not enough skilled laborers 
to fill its needs. And at present little is being done to insure 
the succession of skilled artisans. 

CONDITIONS OF INDUSTEIAL EDUCATION. 

Some of the grounds for the judgments here briefly stated 
are shown in the appendix, where the statistics gathered by 
the committee are given, with a brief report of schools visited. 
In summary, we may say that, so far as technical education 
in its higher departments is concerned, the state has been in 
some respects a pioneer, and technical training under public 
auspices is already well developed. The Michigan Agricul- 
tural College was the first state agricultural college estab- 
lished and its influence is still felt throughout the country. 
The Michigan Mining School has a national reputation, as 
have the engineering departments of the University and of the 
Agricultural College. But practically all the work of these 
institutions is of college grade. Few or none of their gradu- 
ates, to use the well-worn metaphor, enter the ranks of 
industry. They are captains and engineers. When it comes 
to the training of subalterns and the instruction of privates 
in the armies of skilled labor the state of Michigan is doing 
nothing and its local communities little more. Manual train- 
ing as a part of the school curriculum is well established in 
the cities of the state but, as has been frequently shown, it 
does not meet this problem. Well equipped manual training 
high schools at Muskegon, Saginaw, Ishpeming, Calumet and 
a few other cities are furnishing some foremen in industrial 
lines, but they send comparatively few people into the trades. 
A study of the graduating list of the Kalamazoo High School 
shows that 26 per cent of the graduates of the last five years 
have shaped their courses in higher institutions through their 
interest in manual training, but it shows only forty people 
out of the list of 343 at present engaged in any line of skilled 
manual labor other than teaching the manual arts. This may 
be taken as typical of the other manual training courses. Of 
trade schools there is just a beginning. Through the interest 
and generosity of Honorable W. R. Burt, East Saginaw estab- 
lished in 1910 a trade class for boys and there are now thirty- 
two boys in the first two years of its four-year course. The 
late Honorable Arthur Hill left a generous bequest for the 
establishment of a trade school and technical high school in 
West Saginaw. In a pamphlet published this year Superin- 
tendent Philip Huber gives the following recommendations 
regarding courses to be established as soon as the building is 
completed : 

35 



"The aim of the school is — 

1. To prepare youth of both sexes for a definite voca- 
tion and for efficient industrial citizenship. 

2. To give the boys between the ages of fourteen and 
sixteen an opportunity to learn the elements of trade, and 
to increase their earning capacity — a training which they 
could not hope to acquire if they started to work as 
unskilled apprentices. 

3. To help men and women already engaged in a vo- 
cation to better their condition by increasing their 
technical knowledge and skill." 

Ishpeming reports trade classes in carpentry and painting 
in connection with its manual training school. Muskegon 
gives a valuable technical training in its high school, but, 
except in printing, has no well defined trade courses. Eve- 
ning" schools giving some trade subjects have been developed 
by the public schools in several of the cities in both penin- 
sulas ; but these cannot, in the nature of the case, meet the 
main problem. 

The Y. M. C. A. in 1909 reported four centers in the state 
where instruction in industrial and technical subjects is given 
under its auspices, viz. : Detroit, Grand Rapids, Jackson and 
Lansing. At Detroit the Y. M. C. A. has established a day 
school under the name of the Detroit Technical Institute, 
which has this year been incorporated as a separate institu- 
tion. It has six departments besides the summer school and 
night school. Two of these are the trade school and engineer- 
ing department, in which a co-operative course has been be- 
gun. In November, 1910, there were enrolled in the plumb- 
ing class -25; in watchmaking, 14; engraving, 10; gas-engine 
class, 26; mechanical drawing, 125; architecture, 45; co-opera- 
tive engineering, 26; classes in pharmacy and commercial 
work enroll 10 and 26 students respectively. These students 
range from eighteen to twenty-eight years of age and pay 
tuition ranging from $20 to $100 per term. There are twenty- 
six boys under eighteen employed during the day who are 
taking night school work in eighth grade studies. 

Probably the most authoritative list of industrial schools 
yet made is found in Bulletin No. 11 of the National Society 
for the Promotion of Industrial Education, in which the 
schools are classified as follows : 

1. Intermediate Industrial, Preparatory Trade or Voca- 
tional Schools. 

2. Trade Schools (Day Courses). 

3. Technical Schools (Day Courses). 

4. Apprenticeship Schools. 

5. Evening Schools, giving (a) Technical and (b) Prac- 
tical Shop Courses. 

6. Part Time Schools. 

36 



7. Trade Schools for Colored Races. 

8. Correspondence Schools. 

Under the first heading twelve schools are described, of 
which one is in Columbus, Ga. ; three are in Massachusetts, 
and eight in the State of New York. Of public trade schools 
nine are listed, in six different states (all established since 
1905). Twenty-one trade schools on private foundation are 
described, of which six are in Greater New York, while the 
remaining fifteen are scattered in nine other states. Of the 
six public technical schools, four are in Massachusetts, while 
ten supported by private funds are divided among seven states. 
In the sixth subdivision three part-time schools are mentioned, 
two in Massachusetts, one in Cincinnati, Ohio. These are the 
groups of special interest in this discussion. Of the sixty-one 
schools included, New York, Massachusetts and Pennsylvania 
together have thirty-eight, and our neighboring states — Ohio, 
Indiana, Illinois, Wisconsin — each have one or more. Michi- 
gan has none. In fact, the only mention of Michigan is in 
connection with Y. M. C. A. schools. 

Evidently the beginnings we have described have been too 
recent or too slight to secure attention of the compilers, who 
also would undoubtedly class four of the excellent schools we 
have mentioned (at Muskegon, Saginaw, Calumet and Ish- 
peming) as manual training schools, now carefully differen- 
tiated from trade schools and not classified in the lists quoted. 

Hence it is fair to say that so far practically nothing has 
been done in Michigan in elementary trade instruction. By 
the census figures just published Michigan takes rank among 
the states as eighth in population. Of these eight states Texas 
and Michigan are the only ones having no trade-schools. Yet 
the growth of population in Michigan, as in most of the states, 
is largely in industrial centers. Leaving these out of consid- 
eration, the increase of population in the state in the last 
decade would be barely 3 per cent. Certainly there is as yet 
no industrial training commensurable either with the school 
enrollment or the industrial needs of the state. The chance 
for immediate progress seems to lie in the co-operation of the 
state legislative and educational authorities with the com- 
munities now ready to attack the problem. 

PEOGRESS IN OTHER STATES. 

Let us consider somewhat carefully what has already been 
accomplished in other states. The movement along its pres- 
ent lines is distinctly one of the last ten years. In Bulletin 
No. 12, just issued by the National Society for the Promotion 
of Industrial Education, Dr. E. C. Elliott reports : 

"Of the 29 states legislating with respect to practical activities 
of any type, 2.5 have enacted their present provisions since 1900. 
Of the 11 states providing for industrial and trade training, all have 

37 



enacted their present provisions since 1902. The first commission 
for the study of industrial and technical education, in whose vfake 
more than a half-dozen others have followed, was not appointed until 
1905. No other educational movement, calling for large expenditures 
and involving sweeping changes in curriculum and method, has 
received such prompt legislative recognition as has the demand for 
practical and trade training.''* 

This rapid progress does not of itself prove the validity of 
the arg-ument for industrial and secondary technical training, 
but that argument need not be presented here.t We shall take 
for granted these contentions: first, that such training 
is profitable alike to the individual and the state; second, 
that it is a fundamental part of the broader social edu- 
cation which is gradually enlarging our individualistic concep- 
tions of public school work; and, third, that it is entirely with- 
in the province of our present public systems. So the nar- 
rower question at present before us is how best to organize an 
effective state approval and support. 

The evident need which has stimulated the recent advance 
noted by Dr. Elliott is stated tersely in a recent report : 

"In New York city approximately 37 per cent of the 
population are engaged in mechanical and industrial work ; 
37 per cent in business ; 19 per cent in domestic service, 
and 5 per cent in the learned professions, and undoubtedly 
other large cities of our country would show similar dis- 
tribution. There are many schools for the 5 per cent in 
the learned professions and there should not be fewer; 
but aside from engineering schools of college grade, there 
are but few containing thorough practical courses for the 
37 per cent engaged in mechanical or industrial work." 
(Report of N. E. A. Committee, 1910, p. 100.) 
The first state seriously to undertake action was Massa- 
chusetts, and the report of the Douglas Commission of 1905 is 
still one of the most valuable documents on industrial educa- 
tion. The plans undertaken by the second commission organ- 
ized imder the Legislative Act of 1906 (Chapter 505) have 
been considerably modified, and the commission itself has 
since been merged in the State Board of Education. But the 
chief features of the system first started remain. Schools 
organized under general state supervision and a control partly 
state and partly "local, but independent of the regular local 
boards of education, receive state aid to the extent of half the 
expense of maintenance, though the whole cost must first 
be raised by local taxation in addition to the taxes assessed 
for or through the usual system of public schools. 

* The bullentins of this societv will hereafter be referred to as Bulletin Number 
I. II. etc. " , . . - 1^ 

For a skeptic, or for one wishing to review the mam arsumont. we would 
suggest the followinc: books and reports a.s informing; and snsgestive : Report 
of Massachusetts Commission. 1900 : Beginnings of Industrial Education. Paul 
nanus : Education for Efficiency. Eugene Davenport : Report of the Committee on 
the Place of Industries in Public Education. N. E. A.. 1010: The Worker and 
the State, Arthur D. Dean ; Vocationnl Education, David Snedden. 

38 



"All cities and towns may provide independent indus- 
trial schools for instruction in the principles of agricul- 
ture and the domestic and mechanic arts, but attendance 
upon such schools of children under fourteen years of age 
shall not take the place of attendance upon public schools 
as required by law. In addition to these industrial schools, 
cities and towns may provide for evening courses for per- 
sons already employed in trades, and they may also pro- 
vide, in the industrial schools and evening schools herein 
authorized, for the instruction in part-time classes of chil- 
dren between the ages of fourteen and eighteen years who 
may be employed during the remainder of the day, to the 
end that instruction in the principles and the practice of 
the arts may go on altogether." (Mass. Law as quoted in 
Bulletin No. 12.) 

Under this plan notable beginnings have been made in es- 
tablishing trade schools. The report of the State Board of 
Education, issued in January, 1910, shows a list of seventeen 
schools in sixteen Massachusetts cities and towns organized 
in this w^ay. We should add that there were previously the 
state textile schools, established by legislative act in the 
nineties at the cities of Fall River, Lowell and New Bedford. 
It should also be noted that several communities in which gen- 
eral school sentiment is most progressive have preferred to 
organize similar work under their local boards of education. 
At Newton and Springfield the technical high schools, while 
not distinctly trade schools, are emphasizing the fundamental 
work of carpentry and the mechanical trades for boys, and of 
the domestic arts for girls. Springfield has had for several 
years an effective evening public school of trades, and in 1909 
established an elementary industrial class, which now includes 
about eighty boys. The school authorities of Chicopee go 
further and maintain that vocational courses should be an in- 
tegral part of the ordinary high school. They have shop 
courses in cabinetmaking and machine work, which are taken 
by all the boys of the first two high school grades. Fitchburg 
has developed an effective trade course on a special part-time 
plan, which we shall discuss later. 

Connecticut, under laws passed in 1909, has established two 
state trade schools, at Bridgeport and New Britain. They are 
under state control and paid for by state funds, though at both 
places local aid is promised. The cost to the state is not to ex- 
ceed $50,000 a year. The "independency" shown in these two 
states has come partly from local conditions and partly from a 
feeling that this movement in purpose and content was too foreign 
to the training and point of view of the "school-men" con- 
ducting public education to be fairly administered by them. 
On the other hand, some of the school-men have combated the 

39 



movement, believing it a manufacturers' scheme to secure 
recruits for factory exploitation. Perhaps it is unwise for any 
progressive movement to sift too closely its adherents ; some 
are always seeking selfish advantage. But we believe this 
problem is bigger than any question of manufacturer's profits 
or of factory labor as a commodity. It is as vital to the state as 
any other department of public education. Indeed, the problem 
will not be fully met until the occupations as a part of educa- 
tion are recognized in the content of lower grade instruction. 
• We firmly believe that more can be done through union with the 
present organization of public education than by separation.* 
At least Michigan conditions are favorable to a unified organi- 
zation. Therefore, we shall find more of value in the plans un- 
dertaken in New York, Wisconsin, and Ohio, the remaining 
states which have completed effective state legislation on this 
subject. 

Michigan finds a New York ancestry for many of its peo- 
ple, customs and political units ; we may secure valuable hints 
from the system of industrial training authorized in that state 
in the laws of 1908 and 1910. It is a method of partial state 
support and control, or, looking at it from the local point of 
view, a method of state aid. Local authorities are given the 
power to establish, conduct and maintain trade and industrial 
schools. The course of study must be approved by the Com- 
missioner of Education. The schools are of three types : 

a — Those giving general industrial training, 
b — Those giving trade training. 

c — Those giving training in agriculture, mechanical arts 
and home-making. 

The schools are supported by local taxation and are under 
the direction of the general board of education, which has the 
appointment also of an advisory committee representing the 
industries taught. The state repays the school district $500 
annually for the first teacher and $200 annually for each addi- 
tional teacher. It will be seen that this method prevents any 
attempt to exploit the state treasury by starting schools where 
they are not needed, as the local expense would be too great. 
In the day schools provision at present is made only for chil- 
dren who have not yet left the public schools. For the ele- 
mentary industrial schools pupils must be fourteen years of 
age or grammar school graduates. For entrance into the trade 
schools pupils must be sixteen years of age. The State of 
New York has a carefully organized state department of edu- 
cation, and the supervisory work of that department means 
more than in some of the other states. It is interesting to note 
that both in Massachusetts and New York one assistant com- 



*In fact the division of local control prior to the a^e of specialization 
seems to us to come from a false theory of education. 

4C 



missioner (under that or some other title) has direct charge 
of the supervision and development of these industrial schools 
throughout the state. 

In point of legal sanction, Wisconsin and Ohio have gone 
further than Michigan, though agricultural schools have made 
as much progress here as in Wisconsin. On the trade side 
little seems to have been done in either state. Milwaukee has 
a fine trade school, with excellent equipment and an unusually 
strong teaching force; but its cost, considering the numbers 
reached, would make its plan prohibitive in any but large 
cities. Wisconsin also has a most valuable institution m the 
Stout School in Menomonie; while in Ohio, Cleveland has 
developed a fine technical high school. But neither of these 
seems more typical than the schools at Muskegon and Sagi- 
naw, which have been developed through the co-operation of 
philanthropists with local educational authorities. 

It will be seen, therefore, that so far as we may use the 
experience of others, the commission believes a modification 
of the New York plan better adapted to Michigan conditions 
than any of the other systems yet devised. 

ORGANIZATION NEEDED. 
Any successful plan must be founded upon sound theory. 
When we come to consider the general question two points of 
view, in the way of school demands, are at once evident. 

I. Through the separate occupations there is the demand 
of society for efficient workers. Steadily the work of the world 
is being classified and the classes subdivided until the puzzle 
seems frequentlv to be how to secure proper efficiency without 
making too rigid a stratification of social groups. If we may 
suggest a personal view — we believe that the solution of this 
problem must be found in dignifying efficiency, whether man- 
ual or mental, and that here arises one of the greatest responsi- 
bilities of the public schools. The work of the world must be 
done; to be done it must be classified and apportioned, and to 
be done satisfactorily we must secure for each kind of work 
trained and willing workers. Training for work means education, 
at least it means a part of education which few at present are 
getting ; and willing workers in certain callings will not, in large 
numbers, appear until through education we shall have estab- 
lished a sentiment that efficient labor dignifies itself. It is 
not the province of the public school to direct into one or a 
few of the channels of human action all of its best product 
The schools have not meant to do this, but their inherited 
traditions, their organization and present courses make this 
hard to avoid. The complete solution will come only, to quote 
a recent writer, when "It will be possible for anyone to receive 
instruction in any subject at any time. Nothing less can be 
acceptable in an American democracy." 

Our skilled trades are essential to our civilization: and prog- 



41 



ress. If they are to hold their proper place and improve their 
own conditions, they have a right to their share of well-trained 
recruits. Upon some schools, then, public or private, there 
lies the just claim that workers in the trades shall have equip- 
ment similar in the points of maturity, training and intelli- 
gence to the equipment of those whom we attempt to fit for 
the so-called intellectual pursuits. We cannot escape the con- 
viction that in. all of our states, and certainly in Michigan, 
where public education has from the first been carefully 
planned and provided, the responsibility lies largest on the 
public schools. 

The age at which special training should begin is the first 
important point. If the skilled manual occupations are to get 
their share of intelligence, no plan of industrial training which 
brings the individual choice below sixteen or shoves into these 
occupations pupils of irregular or slip-shod mental habits will 
be fully satisfactory^ For secondary trade schools sixteen 
years should be the low^est limit of age at which applicants 
will be admitted. A lower limit would meet at the outset two 
practical difficulties ; one, the antagonism of employers, for 
they recognize the need of maturity in their recruits, and are 
fast coming to appreciate the economic cost of immature labor- 
ers. On the other hand, artisans themselves would be opposed, 
since their constant sentiment is to prevent exploitation of 
their children. If the remainder of the demand is to be met, 
viz.. training and intelligence equivalent to that secured by 
candidates for the professions and for business life, we must 
have intensive trade courses whose content and method must 
be largely under the direction of the trades involved. Instruc- 
tion should be given by practical mechanics with attendant 
shop practice, co-operative, or otherwise. In our judgment 
such schools should be established under state plans and by 
state aid and connected through their official boards with the 
public schools on one side and the trades on the other. The 
New York plan gives suggestions as to this possibility. 

II. But the second point of view is just as imperative 
when we look at the present conditions of elementary educa- 
tion. 

At present there lies upon us the necessity better to adapt 
to productive citizenship those children who, either through 
carelessness or lack of means, drop out of school at fourteen, 
or even earlier. Once started among the unclassified, they 
find it almost impossible to secure, even as adults, a foothold 
in the skilled and gainful occupations. Of course, someone 
must do this drudgery ; still the whole tendency of civilization 
is to reduce the ratio of unclassified to skilled labor. "Some 
parts of the domain of unreflective labor will long be left un- 
touched, but the process is going forward. It is clear that, 
while education is rendering the toilers dissatisfied with the 

42 



humblest sorts of occupations, science is steadily sweeping 
away these occupations." (The Worker and the State, p. 163.) 

If we are to maintain public education in its widest sense, 
we must plan to prepare for effective service those who now 
are wholly unprepared. Thus we shall find in Michigan at 
present, as elsewhere, the need of a kind of industrial schools, 
possibly temporary, but just now most practical. We may 
name them elementary industrial schools, or vocational 
schools, as distinguished from the secondary trade schools 
just mentioned. Their main intent would be to save for rea- 
sonable efficiency pupils who otherwise would drop out of 
school to become units of inefficiency. These schools should 
take pupils at fourteen or older and give them the rudiments 
of one or more of the fundamental occupations and some 
knowledge of the wider problems of the industries. They 
should not be asked to impart much technical skill, nor should 
they be considered as trade feeders. 

In our opinion there are many localities in Michigan in 
which both kinds of schools just mentioned could be quickly 
and effectively organized. In some the first kind could best 
be started, in most the second. For the second, well estab- 
lished with two or three courses, would straight-way be found 
furnishing material for the more extensive work of the trade 
school. A suggestion of the material at hand to be benefited 
by such schools is found in the following record of school per- 
mits issued in Kalamazoo during the school year of 1909-1910 
and the first two months of 1910-1911. During the first period 
162 applications were filed, falling into three classes : 

First. Issued because applicant had completed Grade VIII 
in school. 

Second. Denied. 

Third. Issued for cause. 

The latter class is shown in the tables. 

KALAMAZOO PUBLIC SCHOOLS. 

Permits given September 1, 1909-June 1, 1910. 

Lack 
of School 
Poor Interest 

Bovs. Girls. Total. Health. Necessity, or Progress. 

Age 14 12 15 27 3 24 ' 

Age 15 48 36 84 1 73 10 

Totals . . 60 51 111 4 97 10—111 

Permits given September 1, 1910-November 8, 1910. 















Lack 














of School 










Poor 




Interest 




Boys. 


Girls. 


Total. 


Health. 


Necessity. 


or Progress. 


ge 14.. 


5 


3 


8 


1 


7 




ge 15.. 


. . 19 


14 


33 




31 


o 


Totals 


. . 24 


17 


41 
43 


1 


38 


2—41 



We have, then in an industrial city of favorable school con- 
ditions 111 pupils stopping school in one school year, of whom 
the large majority might have been induced to stay had a part- 
time school given them a chance for self-support, or a voca- 
tional school made clear to them the economy of perseverance. 
Necessity is in these cases a flexible plea, and the prolific 
"mother of invention"; yet, after all reasonable discounting, 
that and lack of progress bar the road of school advancement, 
indeed of life-opportunity, for too large a percentage of the 
children of the state. Later charity and philanthropy cannot 
overcome the loss thus imposed on society. Moreover, in this 
state these schools can easily be adjusted to our present public 
school S3^stem. This committee has received returns from 
forty-seven cities and towns in the state in which manual train- 
ing is already underway ; about a dozen have well-developed 
high school courses and two or three have special ungraded 
schools, as, for instance, Detroit, Grand Rapids and Kalama- 
zoo, in which manual work is already emphasized, though not 
organized on the trade basis. 

Successful experiments in this field have been started in 
several cities. Cincinnati, Ohio, and Fitchburg, Mass., have de- 
veloped part-time systems easily adapted to large or small locali- 
ties, in which certain industries are concentrated. Rochester, 
N. Y., and Saginaw, Mich., illustrate practical ways of develop- 
ing trade schools. At Cincinnati a public school instructor is in 
charge of various groups, some two hundred boys in all, who are 
employed as apprentices by different manufacturers ; their ap- 
prenticeship is guarded to prevent exploitation, and to secure 
practice in different kinds of shop work. These boys work in the 
shop five and one-half days and go to school one-half day at the 
same rate of pay. The instructor is peculiarly fitted for the 
work, and those who have inspected the schools declare that 
the results secured are remarkable. 

Fitchburg, Mass., a "machinery town," has a plan of half- 
time work that has two distinct advantages ; it gives a boy the 
chance for a good amount of instruction in the theory, methods 
and drawing needed for a special trade, and secures for him 
practical shop work, under shop conditions, with up-to-date 
machinery. The school also avoids the necessity for a costly 
mechanical equipment that would rapidly depreciate. The boys 
are directed in their shop work to some extent by the in- 
structor and are assigned in practice to the different shops in 
co-operation. Boy A spends this week in the shop, while boy 
B is in the school ; on Saturday morning boy B goes to the 
shop to find what work A is doing and where to take hold on 
Monday morning. The second week boy A is in school and 
boy B in the shop, and this alternation continues through the 
school year of forty weeks, so that each bo}' secures twenty 

44 



weeks of instruction and twenty weeks of practice. The boys 
who persevere through the year have a chance to work during 
the summer. The two shop years are preceded by one entire 
year of academic work. The boys are paid a certain definite 
wage per hour for work in the shop years and have an outlet 
into the shop at the end of their course. 

The Rochester Factory School, Rochester, N. Y., was estab- 
lished in 1908. Its aim is to keep boys in school longer than they 
would otherwise stay and give them instruction preparatory to 
industrial life. The school is under the Board of Education of 
the city of Rochester and the State Education Department, and 
is supported by municipal funds and state appropriations under 
the law of 1908. For purposes of instruction an old school build- 
ing is utilized, the equipment of which is valued as follows : 

Cabinet Making Department $2,200.00 

Electrical Department 700.00 

Carpentry Department 200.00 

Plumbing Department 300.00 

The budget for 1909-10 was $13,375. 

The completion of the sixth grade and an age qualification 
of fourteen years are required for admission. The age require- 
ment is waived in case of younger children of advanced stand- 
ing. ^ 

The class work includes mathematics, drawing, English 
and industrial history from the trade point of view" and takes 
one-half of a six-hour day; the other half is given to shop 
work. One hundred and four pupils were enrolled in 1909-10. 
While the total cost for the year was $16,000, furniture made 
and repair work done for the Board of Education was credited 
back, at fair rates, to the amount of $10,000. Hence the net 
cost was in round numbers $6,000. Factory procedure is fol- 
lowed so far as possible ; for instance, if bookcases are needed, 
at least six of one pattern are made at one time. 

The establishment of the Saginaw Trade School is de- 
scribed by Supt. E. C. Warriner in a circular sent out last 
year : 

SAGINAW TRADE SCHOOL. 

Establishment. October 30, 1909, the Hon. W. R. 
Burt addressed a letter to the superintendent of schools, 
saying that he would furnish the sum of $2,000 to pay the 
expense of a trade school for the present school year. 
This letter was turned over to the Board of Education and 
a special committee of the board was called for Novem- 
ber 3. At this meeting a petition was presented to the 
Board of Education, signed by fifty-six machinists of the 
city, protesting against the establishment of a trade school 
on the ground that it would put "on the market a lot of 

45 



inexperienced men and be a detriment to the trade." The 
matter was thereupon referred to a special committee of 
the Board of Education. This committee met representa- 
tives of the machinists of the city November 5, and a long 
discussion ensued on the subject of trade schools. Mean- 
Avhile the feeling grew that the matter ought to be put be- 
fore the people of the city, and, accordingly, at a special 
meeting of the Board of Education, held November 10, it 
was decided to call a public mass meeting at the Audi- 
torium Sunday afternoon, November 14. This meeting 
was addressed by dilTerent persons, and, after a general 
discussion, it was voted to recommend to the Board of 
Education the acceptance of Mr. Burt's gift, and the es- 
tablishment of the trade school. At the regular meeting 
of the Board of Education held November 17, 1909, this 
action was accordingly taken. The trade school was 
opened January 5, 1910, using the lunch room in the high 
school building as a session room for the school. 

Admission. Announcement was made through the 
schools and in the daily papers that the trade school was 
to be opened and any boy over fourteen years old who 
desired to learn a trade was invited to send in his appli- 
cation. In all eight3"-nine names were received. The 
superintendent visited the schools and talked with the 
boys in regard to their wishes. It was found that some of 
the boys had no definite idea as to any trade to be learned, 
while others were fully decided. As by far the largest 
number wished to learn the machinist's trade, this was se- 
lected as the trade to be taught. Next the parents of the 
applicants were asked to call at the superintendent's office 
and express their desires in the matter. There was now a 
falling off in the number of applicants, but forty-five ap- 
peared with their parents. As it had been planned to be- 
gin with one class, it became necessary to refuse admis- 
sion to some of the applicants. The final decision was to 
take only those boys who were over fifteen years of age. 
Of those there were twenty-eight, so that the school 
opened with this number belonging. 

Aim. The aim of the school as at present organized is 
to teach the machinist's trade. 

Course of Study. The course of study laid out is 
three years in length. 

III. Completely to meet present needs there should be 
legal sanction and state assistance for a third type of school. 
The so-called Continuation School, which is already adopted 
in the state plans of Massachusetts and Connecticut, is prac- 
tically in operation under the title of Evening School in cer- 

46 



lain centers in the various states already mentioned. Twenty- 
seven are separately listed under Evening Schools in Bulletin 
No. 11. -^ While at present the work is almost entirely the 
providing of evening classes, into which ambitious workers 
enter, the tendency is toward finding some method like the 
Cincinnati plan, above described, for securing the co-operation 
of manufacturers in sending to these schools present workers 
who are only half trained. The pupils fall into two groups 
— first, adults who have already gained their trade with slight 
training; second, those who can secure only an elementary in- 
dustrial training before it is necessar}^ for them to become 
wage earners. For the first class of workers, the courses given 
for many years by Mechanics' Institute, at Rochester, N. Y., 
present a valuable type. For the second class, the Rochester 
Factory School, already mentioned, furnishes excellent sug- 
gestions. 

STATE CO-OPEEATION NEEDED. 

There are two great reasons why the state should assist in 
developing plans for public industrial education within its boun- 
daries, not simply by permissive legislation, but also through 
financial aid to given localities. The first is a simple plea of jus- 
tice. We have tried to show the reasons for the demands of indus- 
trial education. The state assumes regulative control of other 
departments of public education, and to them it gives through 
the various college and school funds financial assistance. If it 
assumes regulative control as well in this department (and 
from this there would seem to be no escape), it should take 
also a part of the financial responsibility for the new line of 
public education. 

The second great reason is that the problem is too big for 
the separate localities: (a) Because of the great diversifica- 
tion of industries and the migratory tendency of labor under 
our present shop and transportation systems no locality can 
possibly undertake all that would be desirable, and, further- 
more, each place would find itself training workers for other 
places, quite as much as for itself. This is reciprocal and 
within certain limits worth Avhile ; but as we search the facts 
we shall find that the state in practically every instance is the 
gainer. Probably the state is the. smallest of our political units 
that can undertake the plan of organization, though the local units 
must be left quite free to determine their special lines of co- 
operation. 

(b) W^e must face large expense. A state wide plan with 
state supervision and aid would naturally involve concentra- 
tion for certain trades in a few places most favorable and thus 
bring a diversification of training throughout the state with a 
concentration of effort in special localities. For local initiative 

47 



would evidently mean much duplication of effort and scatter- 
ing, of energy. 

(c) On the theoretical side, the state is most interested in 
its own citizenship. Herein lies the basis of our present edu- 
cational system, and to the state we should look for the sanc- 
tion under which we may organize this new form of education 
and for the aid through which different localities may under- 
take it. 

(d) If we look for examples, we see that the problem has 
already been undertaken by other states whose industrial de- 
velopment may be a little in advance of Michigan conditions, 
but whose industrial prospects are no greater than our own. 
If the next ten years show in Massachusetts, Ncav York, Ohio 
and Wisconsin as great a progress in this department as has 
the last decade, the changed conditions will mean to them 
a great advantage in competition. Michigan laborers must 
meet this competition ; her manufacturers must meet the con- 
ditions of labor that this training will produce. The state, 
rather than the special locality, has thus the greatest interest 
in. this movement. 

CONCLUSIONS AND RECOMMENDATIONS. 

We have discussed the reasons for the recommendations 
already given in the report of the commission. For conveni- 
ence we repeat these recommendations so far as they refer to 
industrial training: 

First — That to cities of 5,000 or more in population that 
shall establish (a) an elementary industrial school, or (b) a 
trade school for boys over sixteen years of age, or (c) a trade 
school for girls over sixteen years of age, there shall be allowed 
by appropriation from the state treasury the sum of $500 for 
one instructor employed and the sum of $250 for each other 
instructor employed up to a limit of four instructors in all. 

Second — That cities having a population of 20,000 or more 
shall be authorized to establtsh evening or continuation schools 
of trades, and that to such schools there shall be allowed from 
state funds a grant of $500 toward the salary of the first in- 
structor and $250 for other instructors, provided the total 
grant to any city under this recommendation shall not exceed 
$1,000. • _ 

Third — This state aid shall be in the form of reimburse- 
ment for money raised by taxation in the given locality and 
spent for the purpose indicated, and shall be paid only upon the 
presentation of properly accredited vouchers. 

Fourth — The amount thus appropriated by the state for the 
industrial and agricultural training shall not exceed for the 
first year a total'of $30,000, for the second year a total of $40,- 
000, or for any subsequent year a total of $100,000. Schools 

48 



shall be accredited or rejected by the State Board of Educa- 
tion, according to statutory provisions. 

Fifth — The supervision of courses, accrediting of schools, and 
proper certification of teachers for industrial or agricultural 
schools should be placed in charge of the State Department of 
Education. 

Seventh — That the appointment of a =;econd Deputy Super- 
intendent of Public Instruction be authorized, w^ho shall have 
general charge of this branch of education. 

RECAPITULATION. 

We have considered industrial education as connected with 
the needs of Michigan rather than abstractly. For themselves 
elementary and secondary industrial training may be urged on 
the following grounds: 

I. 1. "Industry, as a controlling factor in social progress, 
has for education a fundamental and permanent signifi- 
cance. 

2. Educational standards, applicable in an age of handi- 
craft, presumably need radical change in the present day 
of complex and highly specialized industrial development. 

3. The social aim of education and the psychological 
needs of childhood alike require that industrial (manual- 
constructive) activities form an important part of school 
occupations. 

(a) In intermediate schools industrial occupations are 
an important element in the wide range of experience 
necessary for the proper testing of children's aptitudes as 
a basis for subsequent choice of specific pursuits, either 
in vocations or in higher schools. 

(b) In secondary schools industrial occupations prop- 
erly furnish the central and dominant factor in the educa- 
tion of those pupils who make final choice of an industrial 
vocation. Vocational purpose is the distinguishing mark 
of the 'technical' high school as distinct from the 'manual 
training' high school." 

— Report of N. E. A. Committee, p. 6. 

II. Put more concretely, there is need to secure, by means 
of specialized education, a more rational choice of vocation 
by individuals and better individual training, for two rea- 
sons : 

1. The demand of society, through the industries, for 
more efiicient workers. 

2. The demand that society, for its own sake, recognize 
the need for dififerentiation in training in order to prevent 
social waste. 

III. There are several ways of meeting the problern : 

1. By a readjustment of elementary education which 

49 



shall more fully recognize industry as a social factor; but 
this is a matter of internal growth rather than external ad- 
justment through legislation. 

2. By means of special departments in our school sys- 
tem, of which the following are immediately valuable and 
deserve state sanction and state aid: 

(a) Elementary industrial or vocational schools for 
pupils from fourteen to seventeen years of age. 

(b) Secondary industrial or trade schools taking boys 
and girls at sixteen years of age and training them first, 
in general intelligence; second, for skill in a specific trade. 

(c) Continuation schools for workers who wish to se- 
cure further training. 

IV. Michigan should authorize and aid these forms of in- 
dustrial training: 

1. , From the broad ground of interest in securing the 
best citizenship. 

2. Because of its unique position and great possibilities 
industrially. 

Suggestive material in regard to special schools and courses 
of study will be found in the Appendix. 



50 



THE PRESENT CONDITION OF INDUSTRIAL EDU- 
CATION IN GERMANY. 

E. C. WAEEINER. 

The industrial schools of Germany may be divided into 
four classes, as follows: 1, Technical High Schools; 2, Inter- 
mediate Technical Schools; 3, Lower Industrial Schools; 4, 
Industrial Improvement or Continuation Schools. These 
terms need explanation, which will be given in the following 
discussion : 

1. The term high school, as used in Germany, refers not to 
a school of secondary grade, as in this country, but to an insti- 
tution of college or university rank. The German technical 
high school then is a high grade engineering school, like the 
Massachusetts Institute of Technology or the engineering 
department of the University of Michigan. There are nine 
technical high schools in the German Empire, at Aachen, Ber- 
lin, Brunswick, Darmstadt, Dresden, Hanover, Karlsruhe, 
Munich and Stuttgart, with a total attendance of 16,826 stu- 
dents. In general, admission to these technical high schools 
requires the completion of a nine-year course in a secondary 
school; that is, in a Realgymnasium or in a Higher Real- 
schule. As pupils enter the secondary schools at the age of 
nine, they are eighteen when ready to enter the technical high 
school. There is at present, however, a tendency to admit stu- 
dents at a younger age, and in certain cases most of the tech- 
nical high schools will take students who have completed but 
seven of the nine years of the secondary course. The technical 
schools have four departments, namely, for the training of 
architects, civil engineers, mechanical engineers and electrical 
engineers. They are all fully equipped with laboratories and 
the instruction is divided about equally between lectures and 
laboratory exercises. The high school course is four years in 
length, and upon its successful completion the title of Cer- 
tificated Engineer is bestowed. The technical high schools 
have also gained the right, through the favor of Emperor Will- 
iam, of granting the degree Doctor of Engineering. This was 
the most important step ever taken in the development of these 
institutions, and put them at once on a level with the German 
universities. Indeed, the question has been much discussed 
in Germany of incorporating the technical high schools with 
the universities, much as departments of engineering are or- 
ganized in American state universities, but the step has not 
yet been taken. The technical high schools draw their sup- 
port from fees of students and from taxes in the state in which 
they are located. 

51 



2. The second class of German industrial schools, referred 
to above as intermediate technical schools, includes a large 
number and variety of institutions in all parts of the German 
Empire. Their aim is to train foremen and superintendents 
for the industries as well as the higher class of skilled work- 
men. Their admission requirements are not so high and their 
courses of study are not so long as those of the technical high 
schools. They require ordinarily the completion of six years 
of the nine years' course of the secondary school, although 
certain institutions call for only a good elementary education. 
In all cases, however, practical shop experience is a pre- 
requisite to admission to these technical institutions. The 
course of 'Study varies in length from two to four years, but 
for the most part it is two years long. These schools include 
building trade schools, schools for the machine industry, tex- 
tile schools, pottery and industrial art schools, mining acad- 
emies, forestry academies, schools of navigation, besides special 
schools, such as the Royal Academy for the Bookmaking In- 
dustry at Leipzig. 

Specialization of instruction, according to the industrial 
needs of the community, which is carried to such a high de- 
gree in the lower industrial schools, makes its appearance 
in these intermediate technical schools. Typical examples 
of these schools are the institutions of the twin cities of 
Barmen-Elberfeld. These two cities are situated in the heart 
of the Rhenish-Prussian iron and coal region, not far from 
Essen, seat of the Krupp Iron, and Steel Works. Barmen and 
Elberfeld join their limits so that it is impossible for the trav- 
eler to determine where one ends and the other begins. They 
have had a remarkable growth since the founding of the em- 
pire in 1871, and have today a combined population of over 
300,000. Their streets and public buildings are sources of 
pride to the busy inhabitants. The industries of the cities are 
naturally similar and have to do especially with the textile and 
dye trades. More ribbons are made in Barmen, it is said, than 
in any other city in the world. In ribbons, cord and lace. Bar- 
men rules the world's market. In Elberfeld, the textile indus- 
try is specially devoted to the making of upholstering mate- 
rials and cotton goods, while it has probably the largest dye 
and color establishment in Germany. 

In these two cities, with their 300,000 inhabitants, besides 
the regular elementary and secondary schools, and also besides 
the industrial continuation schools, to be described below, are 
the following industrial schools of an intermediate character: 
(a) Prussian higher trade school for the textile industry in 
Barmen ; (b) artisans' and industrial art school in Barmen ; 
(c) royal school for the building trades in Barmen and Elber- 
feld ; (d) royal united school for the machine industry in Elber- 
feld and Barmen; (e) city artisans' and industrial art school in 

52 



Elberfeld. The total attendance at these five schools in 1905-6 
was 2,394 adult workmen. Some of these men had finished their 
apprenticeship and came voluntarily to these classes, evenings 
and Sundays, to improve their condition, while others were 
day students, preparing themselves for positions as foremen 
and superintendents in their chosen callings. The distinctive 
features of the five schools named above are in brief as fol- 
lows : Since Barmen is a very important center for the textile 
industry, the Kingdom of Prussia has established here a school 
for educating leaders in this business, school (a). The large 
building, given over to the school, is filled with the best weav- 
ing machinery the world afl:'ords, while its museum has speci- 
mens of silk, cotton, plush and upholstering materials in end- 
less variety. The course of study is one year long and in- 
cludes study of patterns, instruction in materials and spin- 
ning, instruction in dyeing and finishing, drawing and stencil- 
ing, arithmetic and bookkeeping. Schools (b) and (e), arti- 
sans' and industrial art schools, ,are similar to those found in 
all the larger German cities. These schools ought, perhaps, 
to be classified with the third division as lower industrial 
schools rather than among the intermediate technical schools, 
since they are not of so high grade as the textile school or the 
building trades school. The industrial art school offers day 
instruction for four groups of workmen, viz., decorative, paint- 
ers, lithographers, cabinetmakers and clay modelers. The 
artisans' department of these schools gives instruction from 
eight to ten in the evening and on Sundays from nine to twelve 
in the morning. The aim of this instruction is to give both 
apprentices and journeymen the opportunity to increase their 
skill in drawing and their theoretical knowledge for the fol- 
lowing trades : painters, lithographers, printers, cabinetmakers, 
draftsmen, tinsmiths, locksmiths, wood-carvers, gardeners, 
shoemakers and tailors. The building trades school (c) has a 
two years' course for foremen and contractors in the masons' 
and carpenters' trades. The subjects of instruction in this 
school are drawing and mathematics in large amounts, to- 
gether with a study of buildings and building materials. This 
school as well as the machine trade school (d) is for the com- 
bined cities. The last named_school performs for the iron- 
using industries the same service as the building trades school 
does for the building industries. The course is two years' 
long and the instruction occupies the entire time of the stu- 
dents. 

3. The third type of German industrial schools, designated 
as lower industrial schools, differ fro.m the intermediate tech- 
nical schools in that they do not occupy the entire time of the 
student. They are attended by journeymen, already engaged 
in their calling, who are ambitious to learn more, with a view 
to improving both their earning capacity and their joy and 

53 



satisfaction in their work. At no point in Germany's indvis- 
trial life does the difference between the German and the 
American workman emerge more plainly than in the attend- 
ance at these schools. The American workman, when once 
he secures a position, or a job, as he calls it, is inclined to set- 
tle down in satisfaction, with little attempt to better his posi- 
tion, except in the matter of wages. The thought that added 
knowledge to be secured through study in an industrial school 
in addition to added skill to be acquired in the factory, the 
thought that this added knowledge and skill should be pre- 
requisites to better wages has not as yet deeply touched the 
American workingman. It is true that there are signs of an 
awakening in this respect, as is shown by the establishment 
of evening schools quite generally throughout the larger cities 
of our country. 

The future development of American industries and the fu- 
ture wages of our workingmen are bound to be intimately 
connected with industrial education. In all professional and 
commercial pursuits it is profoundly true that advancement 
depends upon knowledge and skill and it cannot be otherwise 
in the industrial world. This alone will not solve the wage 
problem. Organization and collective bargaining will still 
be necessary, but employers will meet their employees in 
much better spirit, when the latter show such an intelligent 
interest in their own progress as to strive to better their con- 
dition by improving their ability as workmen. 

The German workman has been acting on this principle 
for many years, in increasing numbers and with increasing 
seriousness in later times. The first schools for workingmen 
were established over a hundred years ago. They were, for 
the most part, drawing schools, and met on Sundays, so as not 
to interfere with the workman's time. In Hamburg, in 1767, 
an architectural school was founded, and industrial schools 
sprang up thereafter in many places, in Bohemia, in Hungary, 
in Austria, in Prussia and in Wuerttemberg. Drawing con- 
tinues to be the core of all industrial training in Germany, 
which accounts for the artistic finish of her architecture and of 
her manufactures. Not an industrial school but what has its 
studios, its casts, its models in rich profusion. The tendenc}'' 
is away from Sunday classes and in the direction of evening 
or day instruction in this class of schools. Workmen are 
grouped according to their occupation, and the number of 
the groups formed and the variety of trades represented in 
these schools is positively bewildering to an American unac- 
customed to schools for workingmen. In the city of Berlin, 
for example, there were in 1905-6 one hundred and sixty-three 
different occupations represented in these lower industrial 
part-time schools. The workmen meet two evenings a week, 
two or three hours an evening, for the study of drawing and 

54 



desig-ning-, business or trade arithmetic and the mechanism of 
the particular trade in which the journeyman is employed. 
Instruction in these schools is always adapted specially for the 
particular group or trade represented by the class, as barbers, 
bakers, coopers, bookbinders, glaziers, tinsmiths, harness- 
makers, machinists, etc. 

4. The fourth class of German industrial schools, the most 
elementary type, the most distinctive, and that which we have 
heard most of in the United States, is the continuation school. 
As the name implies, the continuation school is a school de- 
signed to continue or carry on the education of the boy after 
he has passed beyond his compulsory age limit, fourteen years. 
Continuation schools are of three varieties — industrial, com- 
mercial and agricultural. The industrial continuation schools, 
or, as they have been sometimes called, industrial improvement 
schools, are for boys over fourteen who have gone to work in 
shops and factories to learn trades, having finished the elemen- 
tary course in the common schools. Commercial continuation 
schools are for similar pupils who have entered stores and 
offices, and agricultural continuation schools for those who 
live in the country and will become farmers. In some of the 
German states attendance at the continuation schools is obliga- 
tory, in others voluntary. The reason for this is that educa- 
tional laws are enacted in Germany as in the United States, 
not by the empire but by the individual states. The German 
Empire has, however, in its industrial statute, provided that all 
employers must grant their apprentices the necessary time to 
attend the continuation school in their locality. Failure to do 
this is punishable by fine or imprisonment. This imperial 
industrial statute also makes it lawful for the city or locality 
to require the attendance of its young men, also women under 
eighteen, upon the continuation schools. The German Empire 
consists of twenty-six distinct units — four kingdoms, six grand 
duchies, five duchies, seven principalities, three free cities, and 
one imperial land. In every one of these states continuation 
schools exist. In certain states every community is obliged 
to set up such schools, and youths from fourteen to eighteen 
years old are obliged to attend them. In other states continu- 
ation school are established by the cities or local communities, 
with compulsory attendance, and in other cases attendance is 
voluntary. In the kingdoms of Wuerttemberg and Saxony, 
in the duchies of Saxe-Meiningen and Saxe-Coburg-Gotha, in 
the principality of .Schwarzburg-Sondershausen, and in the 
free cities of Bremen and Luebeck, continuation schools are 
required of every community by state law and attendance is 
obligatory. In the other states, the establishment of such 
schools is left to the communities. It must be said that the 
tendency is more and more in the direction of compulsory 
schools and of compulsory attendance, and undoubtedly 

55 



within the next ten years every German state will require 
attendance upon these schools. The state law in the Kingdom 
of Wuerttemberg-, passed July 22, 1906, is typical of the best 
thought in regard to continuation schools. The language of 
the law in its most essential parts is as follows: "Every com- 
munity, in which for three successive years there are em- 
ployed in industrial and commercial pursuits an average of at 
least forty male workmen, under 18 years of age, is obliged 
to establish a continuation school, industrial or commercial." 
* * * "/^u male workmen under 18, engaged in industrial 
and commercial pursuits, are obliged to attend the continua- 
tion school for three years." One important feature of the 
Wuerttemberg law is that the instruction must be given in 
the day time, that is, before 7 p. m. This confirms by statute 
the observation of all who have ever had to do with evening 
schools that evening instruction is only a makeshift at best. 
Those who have worked through the day are too exhausted 
in both body and mind to obtain the best results from evening 
study. Employers are required by this law to inform the 
principal of the industrial school as to every worker under 
eighteen who enters or leaves their employ within four days 
of such time. Employers are required to release the workers 
in order to allow them to attend the irjdustrial school, and 
both employers and parents must see that the attendance of 
workmen at the industrial school is punctual and regular, 
under penalty of fine or imprisonment. The number of hours 
of instruction required by the Wuerttemberg law is at least 
280 a year. The rule is to spread this over ten months or 
forty weeks, an average of seven hours a week. The principal 
subjects of instruction in the industrial continuation schools 
are drawing, arithmetic and German, each adapted to meet 
the needs ol the workman. Cabinet-makers, for example, are 
grouped in classes by themselves and the drawing which they 
do relates to this trade. The arithmetic, too, will include the 
reckoning of the cabinet-maker's stock and of the management 
of his business, while the German will be reading technical 
literature, descriptive of this industry. For the most part, the 
actual practice of the trade takes place in the factory or work- 
shop. The instruction in the continuation school is supple- 
mentary to the factory practice and may be called theoretical. 
The industrial continuation schools of Germany are not in 
general equipped with machinery or tools except for purposes 
of drawing or sketching. The tendency, however, is toward 
furnishing more shop equipment for the schools. This is the 
case in the larger cities of the Kingdom of Wuerttemberg, 
and it is true particularly of the continuation schools of the 
city of Munich, in the Kingdom of Bavaria, where the con- 
tinuation and industrial school idea has been more thoroughly 
developed than in any other city of the world. 

56 



In 1909 there were in the Kingdom of Wuerttemberg 251 
lower industrial and commercial schools, with an enrollment 
of 28,546 students. This in a kingdom with a population of 
2,300,330, comparable in area and population to the state of 
New Jersey. The great gulf between German and American 
industrial schools is here apparent. New Jersey has abso- 
lutely nothing to offset this number of lower industrial 
schools. She has a few institutions, which may be classed 
as higher industrial schools, such as Stevens Institute, at 
Hoboken, and the Newark Technical School, but of the low^er 
type, or continuation school, the state is absolutely wanting. 
The Wuerttemberg law provides that each school may charge 
a small tuition fee to its students, which varies from $1.00 to 
$10.00 a year. These fees, of course, do not pay the expenses 
of the school, and the deficit is met half by local taxation and 
half by state contributions. The amount of state aid granted 
to the continuation schools of the Kingdom of Wuerttemberg 
in the year 1909 amounted to $93,732.50. 

While Germany is thought of today as an industrial coun- 
try, this has been true only since 1870. Before that, Germany 
was essentially an agricultural land, and the same careful 
attention has been given to agricultural education as to indus- 
trial. Agricultural schools of varied form have existed for 
many years. In each of the twenty-six German states are to 
be found at the present time one or more forms of these 
schools, except in four of the smaller states and in the city 
of Hamburg. The different types of institution are as fol- 
lows: (a) agricultural high school, an advanced school for 
the most thorough investigations in all agricultural matters ; 
(b) agricultural schools of an intermediate type, with all-day 
courses of one or two years in length ; (c) agricultural winter 
schools, short courses, from the beginning of November to 
the last of March, corresponding to the continuation schools 
for industry and commerce, described above ; (d) special 
schools, as wine cultivation, fruit raising, bee culture, and 
veterinary schools. A catalogue of the agricultural schools 
in Wuerttemberg is as follows : 

1 Agricultural High School 145 Students 

3 Agricultural Schools 36' " 

8 Agricultural Winter Schools 418 " 

1 Winemakers ' School 21 " 

1 Veterinary High School 132 " 

14 752 Students 

These agricultural schools are supported in the same way 
as the industrial schools — by local taxation, supplemented by 
state grants. 

It seems strange at first blush to quote so freely the expe- 
rience of a country so different from the United States as is 

57 



Germany, and to hold its scheme of industrial education up as 
a model to us. But investigation, convinces the most indiffer- 
ent that we can learn abundantly from Germany. The mate- 
rial progress which the German Empire has made since Ihe 
Franco-Prussian war of 1870-71 is one of the wonders of the 
world. When King William of Prussia was hailed as W^illiam 
I, Emperor of Germany, in the palace at Versailles, January 
18, 1871, he found Germany an agricultural nation, with indus- 
tries few and scattered. In the forty years since then, how- 
ever, she has forged to the front by leaps and bounds, until 
today she is the foremost competitor of Great Britain and the 
United States for the markets of the world. Her population 
has grown from 40,000,000 in 1870 to 60,000,000 in 1905. Her 
production of coal has increased over fourfold, from .79 tons 
per capita in 1871 to 3.3 tons per capita in 1907, while that of 
iron ore has increased eight times, from .04 tons per capita in 
1871 to .33 tons in 1906. German manufactures today are of 
endless variety and of the highest quality. In every German 
city the factory smokestack pierces the sky and the buzz of 
the electric motor is to be heard in every German village. The 
legend "Made in Germany" brought consternation to Eng- 
lish manufacturers a dozen years ago. The explanation 
of this great advance in so short a time is found largely 
in Germany's system of industrial education. Every stu- 
dent of the subject confesses that no other cause of growth 
has been so mighty as the industrial schools of the empire. 
Nowhere else in the world is the intelligence of the average 
workman so high as in Germany. Engineering skill equal to 
the German's may be found in other countries. The engineer- 
ing schools of the United States do not suffer in comparison 
with those of Germany, but as regards the skill and knowledge 
of the mechanic and factory operative, Germany leads the 
world. 

It has been a matter of common remark in the United 
States for ten or fifteen years that all our best workmen are 
foreigners, niostly Germans. We are now awaking to the 
necessity of training a more skilled body of workmen than we 
have at present in the United States. Massachusetts and New 
York are leading the way in legislation which grants state 
aid to communities which will establish industrial schools. 
Michigan certainly should take her place in the van of the in- 
dustrial education procession. The United States has to over- 
come a mass of indifference, if not of prejudice, on the part of 
both employer and employee, before it will enjoy the full 
blessings of industrial education. The schools of this country 
have in the past so distinctly disavowed any utilitarian_ aim 
that the community does not look for any specific vocational 
product from them. In fact, a prejudice often exists that the 
schools train away from every-day life in the workaday world. 

58 



Employers look, then, with suspicion on any school which pro- 
fesses to be able to train for the workshop or store. This feel- 
ing does ^not exist in Germany. Manufacturers there have 
tried the products of the schools long enough to know the 
advantages to be derived from industrial and continuation 
schools. The sentiment of the community, therefore, sup- 
ports the compulsory feature of their laws on this subject. 
I believe we shall in time establish continuation or part-time 
schools with compulsory attendance in this country ; but 
before this time comes, we must convince the employer that 
the product of these schools is enough more valuable than the 
untrained recruit to justify the law. When the employer is 
persuaded, it will be no hard task to lead the employee to 
realize the value of more school training. Since our schools 
have heretofore made no provision for vocational courses, it 
is natural for the working man to assume that all his prac- 
tical training must come from shop work. If the employer 
requires advanced study of his employees, and if this added 
knowledge is rewarded with better Avages, self-interest will 
lead the laborer to the industrial' school. The German takes 
his work more seriously than the American. I believe that 
he also takes a deeper interest in it and that he has a keener 
sense of pride in ability to excel. Joy in work can come only 
from skill, and added skill must bring greater joy. The only 
satisfaction that makes life worth living is that which comes 
from doing well what one has to do. When it is realized that 
schools can aid the workman to this satisfaction, they will 
be welcomed by him, and when the employer sees that schools 
make his employees more profitable workmen, he, too, will 
have the same interest in industrial education as the laborer. 



59 



APPENDICES 



A-STATISTICAL. 

B-TYPICAL COURSES OF STUDY. 

C-AUTHORITIES. 



APPENDIX A— Statistical 



(0 




l-l 




t 




r* 




CO 




b) 




O 




< 




ec 


o 







[fa 


fe 


CO 


o 


sr 


a; 


O 




H 


S 




; > 


Q 


cc 


Z 


?^ 


o 




o 




oi 


<1 


o 


S 


ca 


s^ 


< 


o 


u 


H 


J 


•^ 

r*-. 


< 


H 
rn 


u 




IzJ 


0* 


> 


>* 


^1 



H " 





a 




CO 


lO 


■<r 


bb 


oa 


C-l 


»— ' 


»H 


tf^ 


!5 


o 


to 


IC 


CB 


^■ 


«© 


«© 


fe !>. 










f^T:; 




T_| 


o 


eo 


-^■^ 




CO 


to 


■^ 




>». 








^ 


o 

pa 


fe 


^ 


^ 


tS 

s 


1 


3 


t^ 


IN 












E 










"S 


^ 


to 


■* 


(N 


^ 


cq 








M 


oa 








^ CO 


JS 


tH 


Ol 






S 




























00 








s 


^ 




CO 




s 


n 








Snqooo 


la 








puB Snmeg 




00 






ijiog 


i5 








3np[oo3 


3 


CI 


SniABg 


1 


- 


l> 


1^ 

•4- 


SaiUJOA 


?!> 




t^ 




pooA 


m 




^ 




SntAwg 


"^ 








l«oiniqoejj 




to 


IM 


O 


joj pewM 








Ts" 


o> 


CO 




ej -*^ ^ 




c-l 


CO 




!^ §1 g"! 


CS 








2 ca-^^ S 










g'^§«^ 


(>-. 


o 


CO 


t> 


^_1|J 


o 

m 




-^ 








^ 


00 


to 


CO 




f3 












boa 


C3 








«s 


■S C 


















s 


^ 


(»> 


^_, 


^ 


o 


c3 




o 








o 




m 








o 












'3'S 












g 




" 


lO 


t^ 


to 


s 








C4 


c-l 


j£ 


_fc- 


cB 










"eS 












^ 














C»-i 


iD 


cn 


O) 






o 






<M 






m 








bo 


n 








a 




00 


CO 


(N 








^^ 


a> 


'% 


C3 


Tj< 






o 










^ 


M 










>^ 


t" 


o 


Ci 


o 


s 


t^ 


'O 




B5 


M 








pessBAaBQ 




00 


^ 


•v 


sniJTj 




"" 












o 

























^ 






s 


'f- 


H 






a 


03 


5 




1 


C 








0) 

Q 


"3 


c/. 



Q 

< 
CO 

>- 
O 
OQ 

U 
> 

o 

OQ 
< 

u 

X 
H 

>- 
OQ 

Q 
b] 
Z 

< 
u 

:^ 

UJ 
bJ 

^ 

Qi 
bj 
Ou 

to 

bJ 

c 
oq' 



















o 




**-. 






ODOCO-^C^scCOOt^ 










OJ 




X! 




s 




13 




^2; 








O 




m 




t*- 




o 






to I^ o cc to C-) 


X3 




a 












Si 




^ 




u 




v 












•^ 




01 




Ph 






-*■ -:MC >C to' to' t-' I> CO 


C3 


*> <i i 


13 


o o 


O 

a 


in oo' 


-«j 





61 



tOOi-i.-l » 



" o 
-a> o oo 






O h 0) 



oi o 

p o 



CO 






Pi 

C a; S 



59 



o lo "5 **-" •:; Oi ■■ 
hi: u o ■« 



^i 



■tlO 



PSj: 



o o c^ o w 0^ 

lO o ''^ ^^ O CO 



—I — c i„-ai 

b<^ o i*^ "^ o - 



a> 



O O 
O 




Good inter 

aroused 

Probably 

increasec 

the attendai 


S.^ 




0) 



S O lU 

Q> S 



■" <p a.: 






3 (u 

'01 p. 



b-^'-°<a^l" 






t>c> 



Mi 



• -s c P ^ 

■- S 3 " 

C' && Co 



.£ S p. 

O r-l f-( p. t-i ^ 






.5 c 
S.2 



03 _ '^ "O "^ 

-= g aj o 01 

go.E: o.> 

Ho— O — 



><< = 



.is a > 
o ^ — ^ " ^- 



oo>n 

o *^ — ' 



0.3 'S 
5 JM 






OOC<1 tl P 
to C4 O >- 



S c 



oO, 



o o'o .^ o t- -N ^ '^! X 2 



iM ^> lO "^ ' tH f 



OOO rH 






^ o e 

PJ5 ^ 

+J C O o 0) 



a> 



U)g 



" ^-^ H 

K <P t. P 

(S-s o ij 



M^ 0)— P 



lO 1> lO y, o >> O 6c 

o -o 



T3 . „ O S S 
_ O 60 a; a; C 
B 01 P.n£3 4) 



VS.5§ 






1^ CO i>^ 1-1 ^ oT 

K-i uo>-i — <; o 



O "C iC 



— p. 03 p 



^ s 



'Sd "O p3 

5 C! i^ JP P 

p o . >-5 

H tt.<! P 






O 3 



li^ X .01 

5.s-g-g 



o o 

o o 

.P.P _ _ 

„; o-S CO P 

- », t -^ ■« - . -a 



:>"-r?iJ = 



"■y 



iS^I-'i 2 



£^'°^pSsa-a§5f 

^^ ^ 0) p .^ 3 ;; -rH Ol .2 

o p o — — S t: 

T^OiyinOajP^i-.^'t>» 

"SKp ° - Sii^.S S c „ 

o ea o o o g t. ih*^ h >- 5 

d d °55 ^ R pS P P p 
OOoCOO---- oi -.3-" 
HH(»HHZ;OOKZiS 



;2oo:os 

! 3^*^ o ^ >^ 

' « O O 4J*^t*H 

; j^ o o c^ o 
. -r; 3! OS P C K 

) eS t«! X P " o 



SO 



, <» 






S-2 



^« 



°§ 



O o gp 
■c 0) o o 

•S— o'E 
•- 3 o W) 
S kSC o3 



g t, p g S 
O es l-i ^ > 

P 01 0) ij 6C 

H J3 3 ^ «_ 
r^ K -M a. 03 'O 

^2gp|IS 

S .P d O oj "tj 05 

o d •*■ S — "= t- 
t^ a t. 03 t^ <" (^ 
4j g o o OJ ho-, 
- £.P 3X) OS g 

0) O SS 3 O) p. 
O*^ 3* 3 > o 

Q 2; ^<:h 



u 3 
0) a 



62 



X 



a 






x^s: 



CO 



C'J 



X^^ 



O 
O 

X 

o 
w 

X 

o 

X i 

< 

D 
H 

D 
U 

o 

< 



' no- 

3 U m 



eS m I* 



01 



Ol O 

— O M 

o -c '5' 

CO" o P 



o 



O 
D o 

o he t_i t— ( ^ 

O '-I ~ iC CO t> "^ '^ , o 

o o — rH *; o 

■B < 

"3 XI^XE: 



oico ,^2 U)C 3 
=* O ^ ^-Si; S? 

o5-3"0 
0-3 B o. 



3 «5c5; 



m 






-3 



X^ 



^ 


'^^ 




(1 








l-l 


o3 OO 




X '' 




I- o ^ o « to 








"^ ^ OS" 






t>tO 










01 












s; 


1^00 





o S 
o o 

m & ^ 

», *3 0) .• 

►-, o -^ '^ 

■E o 

< 



aa 

coco 



x:2!^' 



Ota 

Oo^: 



Oo^SOO"^^ '^'•^OiO 



CO 



<1^ 

lOOO 



^ J.3 



(^^>^00 



o - 5 



a 



fcc2 = =: - = 



2 5aj 

53°' 



5.t! O 
2 tX^ 



3 
■5 >■ 






si a 

eS o 3 



tH.5 o o 

a; at <i^ O' o cj 
g g g g " 2 S 
3 3 Mi3-^x >< 



03 O S^O — 

■^ o S o^ 

ti O f-i o ^ 
OCO <l^CO ^ 
O-^ <^r- 3^ So 
^ tiC--H be 3 t, ^ c£ 

oi'.i^^'^inooaa 
■SWoWa^sS 

H H ««: jz;w 






01 O) 
^5 



is o 
o"r 3 

5^ Bn OJ 
3 0) 

O S 



^a^ 



o> O 
d S 

aa 



O ai 



0) 

■^al 

!r. ^ ^ 

OJ Q 0) 

p. 



OJ3 
3 » 

t oS 01^ 



: 03 M3 



g 3^ 
> 0) 3 
oJi-lco 



a g 
a^ 



o o 



OJ w:v3 o O O 



o o 

0) Q) 

82 (3 
MM 



63 



tOOk O 
»0 00 lO 



. r* rr T— * 5 iC lO 1 



3 (V 



to M Tj* iC ^ 

•^r-t Oi Oi T^ 



cc CO o f,'0 r~ o c 2 3 ^ 






O O O t^io l^ o ^ 

02 o '-^ 



S;* 






'^ rt ^ 
O D.S& 



tH 0. g . „ 

r- >-'5 -Si? 

.;: Op.* 



"^S 



o ° 3 

cr-U o 

fq o 0) 

.S c c 

'w *C '^ 

C g ft 
a> ft' 



oiQ S a 5 C o 



9':2; o g o 



3 a>^ 
n^ a 

IK W 



cS ^ eg 

ftK ft 

- .3 1>.3 

•M O CJ O O 

O^ O.C' *' 

a> 0; t-i a> »H 

^ ^ i; ^ ^ 

3 3 o a o 
ZJ5 'A 



^Stog|^ 
g c S >. e o o 

_ftr^r;0«:^a!cSC'Caj 

>^. ^, >; o ",'<" >- o c o £ 

. o c'-" £ o' b o ^ ^ ■? c 



: o 5 S o oo i 



«'oBi, 



t- ti 2 X cs ^ 

o o r. r: r^ 



sfla-g3 3 3 oo'2p:5 



64 






aj a! 



O . 



2a 



13 



oS 



1) 0) 






-H O^MCO r-C 



S 3o "OS 



.-< » ^ 



h o o o o o o 
^ o o o o o_ g 

O ^^ CO — • »0 rH 



' C-I CO lO -r '-C' CO r 



i CO -; '^' 00 CTi .. . .-. 

03» O «e«©*l^ 



Csl t^ rH CO CO C^ TP iC p 



ca 



a. 



S a'•: 



g oj fc< a> 



:j5 o'O'C " 



u S 0) 



U.^ ^i* >, r^ '^ u/ 



.-«i:;!?5 6c 






^«p^cs3=3S 



■oSaa-ii^a^ Ji2;£-S.D 



O'g 



■^ S 



o-S 



S3 

a/T3 



ft a' 



5^&.i.= a°^^ 



si OS-' 



ft-*^ 

*J Wt> HJ — •« tH <" * 

a a a s o o aj 
a a a a 0) o'-'^ 
ooooaaa.ij,;^ 

aaaa'3'«3"5-s 



5j f 01 



s^.^ 



>o ftO 



03 03 = g j; E s 



a og 

aaa 



'5 ^ ^ 

©a a 

t. a a 
<u s a 
^, 

a 5 5 
a 00 



a^ 



a a o 
I' X n 
ftfto 






tlO 
C 0) 






g-Sgo|si.o|g|||£l|l- 

"tlr'j^ § M '«■'-' a'Z: ""-^ [-! a k o "» 

b HI <<— I 



05.^ w 

.Hco 
"o3 a 



a 0:..3 

j3jaP;5 



a« 



Qj o .« — a; a; 



- -1^ O I " -E -i 






S ft 

&< . os';: 









a'SS 
o3h ft 






-<S 

;-:« 



oS 

WW 

wg 
S o 



K-l 


n 


H 
Z 


^ 














/; 


^ 





S'. 


S 


;=> 




p 


H 




s 





2 






H 


?", 


/5b 1 


p 


^ 


(■■; 







^ 





. 





2 




W 







Z 






' 


■* 



h5 
08 

o 

W D 



65 



TABLE VII— MICHIGAN CITIES HAVING MANUAL TRAINING 
COURSES, 1909-1910 



TOTAL ENROLLMENT 



Name of City 



Adrian 

Albion 

Ann Arbor 

Battle Creek . . . 

Bay City 

Benton Harbor 

Bessemer 

Cadillac 

Calumet 

Charlotte 

Cheboygan . . 

Chesaniug 

Cold water — 
Crystal Falls . . 

Detroit 

Escanaba 

Flint 

Grand Rapids. 

Hillsdale 

Holland 

Hough ion — 
Iron Mountain 

Ironwoort 

Lshpeming ... 

Jackson 

Kalamazoo. . . 

Lansing 

Ludington — 

Manistee 

Manistique . . . 
Marquette — 

Marshall 

Mt. Clemens.. . 

Muskegon 

Negaunee — 

Niles 

Ovvosso 

Port Huron ... 
Saginaw, E. S.. 
Saginaw, VV. S. 
Sault Ste Marie 
St. Johns — 
St. Joseph . . . 
Three Rivers 
Traverse City 
Wyandotte .. 



911 883 1794 

599 566 1165 

I 2568 

2150 2304 4454 

3246 2543 5789 

820 799 1619 

220 250 470 

1010* 995 2005 

3239 3247 64H6 

483 501 984 

I 1541 

152 160 312 

5751 625 iiyo 

600] 65U 1250 

I Dat 

1279 1322 2601 

1844 2126 3970 



CO X jg 



m 



o 



894 964 1,S58 
Hbi' 879 1733 
1335 1344 2679 

I I 

1009 1615 3224 

2118 2191 4;i09 

2634 2773 ,5407 

2136 2101 4237 

845 889 1734 

309' 343 651 

428 477, 905 



390 719 
650 1408 

I 



GRADE ENROLLMENT, GIVEN DATE 



BoYS 



109 
.55 

*228 
187 



117 
237 
670 

54 
108 

62 
147 

145 

177 

241 

Dat 

69 

71 

42 

93 

20 

43 

44 



755 1503 
618 1025 
840 1749 
1584 1496 30801 147 
2233 2271 4,504' 245 
1531 1504 3035' 160 
1150 1190 2340 103 
37 
39 
44 
101 
46 



366 


386 


752 


4,58 


478 


936 


4,56 


489 


945 


314 


312 


626 


368 


395 

1 


763 



73 

39 

♦212 

169 
98 
69 
41 
67 

371 
36 
72 
10 

60 
not 
119 
1.53 
582 

35 
112 

49 
142 

143 
168 
234 



67 

» 

*102 

141 

4 

05 

5i 

59 

289 

35 

44 

8 

42 

rec 

24 

101 

490 

30 

75 

53 

107 

75 

125 

142 

256 

not 

68 
84 
33 
80 
26 
.S2 
173 
48 
48 
6; 

116 
190 
116 
73 
28 
42 
35 
63 
39 



*232 
126 

53 
23 
37 

198 
38 
27 
11 

38 

eiv 

07 

102 

347 

34 

53 

63 

80 

39 

115 

75 

161 

rec 

44 
60 
32 
02 
18 
51 
93 
45 
51 
41 
8; 

160 
118 
08 
23 
34 
20 
04 
13 



ed 
90 

87 



33 
42 
44 
89 
85 
139 
eiv 
24 

20 
39 

28 

54 
29 
23 
40 

51 
18'. 

62 
30 
34 

28 



ed 



Girls 



38 



15 



105 
46 

185 

83 
55 
65 
350 
45 
68 
13 

58 

93 

251 

630 

61 

109 

20 57 

15 145 

13 132 

28 155 

il88 

47 226 

11 60 

83 

13 37 

10 100 

15 

37 



18 



172 153 

9 78 
74 59 
53 33 

85 



66 

53 
13' ,53 
31 134 
37 208 244 
5 151 147 
26 101 i 94 



38 24 

44 9,= 

61 ! 39 

98 68 

47. 31 



„ 
















> 


d 


X 


X! 


60 


78 73 


38 


6 




13 


4 


1,37 


140 


96 


63 






42 


2 


,57 


06 


24 


27 


22 


42 


5 


24 


46 


49 


45 


14 


199 




4 


28 


39 


43 


33 


31 


34 


46 


30 




13 


16 


11 


8 


40 


28 


19 


12 


85 


60 


42 


35 


127 


96 


81 


72 


417 








30 


48 


44 


37 


64 




9 


4 


58 


45 


27 


29 


80 


39 


38 


23 


36 


45 


38 


33 


113 


88 


65 


68 


103 


95 


75 




217 


134 


104 


87 


34 


29 


34 


28 


53 


3 


2 




38 


44 


■>'> 


15 


72 


65 


56 


41 


23 


23 


30 


29 


47 




/ 


/ 


110 


79 


35 


37 


39 


31 


27 


22 


40 


30 


25 


12 


59 


61 


38 


22 


92 


54 


01 


40 


172 170 


102 


67 


132 102 


39 


24 


731 67 


32 


35 


28 5C 


26 


17 


76! 33 


19 


14 


25 


3.^ 


29 


17 


72 




2 


5 


21 


17 


15 


5 



25 



♦Boys and Girls. 

Note —The enrollment given in the first three columns was asked for as ' Total Enroll- 
ment "'; Enrollment by Grades was asked on the given date, February 4, 1910. It is under- 
stood that all pupils enumerated in Grades V-VIII have the kind of manual work 
mentioned under courses of study. In most schools high school courses in manual 
training are optional; hence the high school tigures do not show manual training en- 
rollment. 



66 



TABLE VKI. M\NUAL TRAINING IN MICHIGAN CITIES 

COST 1909-1910 



Adrian 

Ann Arbor 

Bay Citv 

Battle Creek . . . 

Bessemer 

Benton Harbor. 
Crystal Falls . . . 

Charlotte 

Cheboygan . . . . 
Chesaning 



Detroit 

Flint 

Grand Rapids. . 

Houghton 

Iron wood 

Iron Mountain. 

Ishpeming 

Jackson 



Kalamazoo 

Lndinglon 

Manistee 

Muskegon 

Marquette 

Marshall 

Negaunee 

Owosso 

Port Huron 

St Johns 

Sault Ste. Marie. 
Saginaw E. Side. 
Saginaw W. Side 
Traverse City . . . 

Three Rivers 

Wyandotte .... 



Original Cost 
of Apparatus 



Boys 



$400 to 
S500 



S2150 
f 2953. 31 



8450 



S19 
S400 



$150 

8500 

8749 

852 

818 

81000 

83500 

83000 
81500 

13247 
833,79 



82500 

8475 

8650 

8243 
81000 

836,18 
82000 



8500 



Girls 



8400 to 
8500 

8500 

$500 
8450 
81200 
50 
8250 

3.85 
00, exte 

8475 
81370. 09 
00 
00 

8500 

81500 
82000 



82100 
5. 02 



$1000 

8475 

850 

821 

8500 

9.94 

8600 
8552. 60 



Yearly Repair 
Renewal 



Boys Girls 



8150 



814 



nsions 

825 



$30 
8150 



810 

86 

$200 

$2 

825 



815 



820 



0.00 



84.65 
5.97 



2.00 



825 



Yearly Sup- 
plies 



Boys 



8100 

$265 

$7 
875 

8125 
815 
$15 



$60 
$419 



8224.81 
8452.72 
8237 
8300 

810 

$80.25 

8125 

$200 

$21 

82.38* 

$1030 

$800 

$160 

824 



Girls 



8150 

8200 
2 
$150 

8130 


.05 

$125 



9.13 
8118.45 
8369.27 
9.22 

8200 


896. 77 
8123 
850 
84 
$2.46* 
8700 
8600 
$258.80 




Yearly 
Instruction 



Boys Girls 



81000 81100 



81250 81400 
832 00 
8350 
$650 



8350 

$900 

$1000 

$6( 

$900 



823276 



82150 
$1200 



829 



87,79 

8825 
81150 
816,59 
82100 
865 
$1000 

$800 
$1000 

$105 
$1300 
81675 
82525 




8550 



.60 
00 



1 50 

8525 
81150 
8.50 
$1400 




8650 

8105 

$700 

$1375 

81675 



Per Capita 
Cost 



Boys Girls 



$14.58 
810. 42 



$1.98 



$1. 



$1.30 



$1. 

8.35 

$2.55 
83.23 
817.98 
823.77 

82. 54 



7>^ 

811.73 
85.51 

81.05 
81.65 



$1.07J 
37 



81.50 

81.32 

112.06 

812.23 

$1.93 



*Per Capita. 

Note.— An effort was made to secure the cost of the different items, apparatus, 
material, instruction, etc., grade by grade; much interesting information was received, but 
not enough to make a useful comparative table. We have therefore tabulated totals and 
averages only, though dividing the cost of courses for boys and courses for girls wherever 
that information was given. 



67 



TABLE IX, MANUAL TRAINING IN MICHIGAN 

SPECIAL INSTRUCTORS EMPLOYED 1909-1910 



CITY 



Albion 

Ann Arbor 

Adrian 

Battle Creek 

Benton Harbor 

Bay City 

Bessemer 

Calumet 

Cheboygan — 

ColdWHter 

Crystal Falls ... 

Charlotte 

Detroit 

Flint 

Eseanaba 

Grand Rapids . 

Houghton 

Holland 

Hillsdale 

Ironwood 

Iron Mountain 

Ishpeming 

Jackson 

Kalamazoo . . . 
Ludington — 

Lansing 

Muskegon 

Manistee 

Marquette — 

Marshall 

Manistique . . . 

Negaunee 

Owosso 

Port Huron 

St. Johns 

St. Joseph 

Sault Ste. Marie 
Saginaw, W. S. 
Saginaw, E. S. . 
Traverse City . . 
Wyandotte 



Instructors of Boys 



F. 



Instructors of Girls 



Dom. Sc. 

F. 



11 

1 
1 
6 
1 

1 

2 

2 
1 

1 

3 

2 (1 
Assist in 
night cl.) 



2 

J. 



Dom. Art. 
F. 



1 

2 

1 

4 



Total 
Instructors. 



l'-^ 


1 


% 


2 


% 


2 


1 


2 




1 




1 


V-, 


2 


1 


h 


■l^ 


Yi 


%. 


■I 




1 



68 



g B 



Z 
< 

o 

X 



o 

z 



5 o 



H 

< 
D 

Z 
< 

X 
bJ 

OQ 
< 



cSOrt CB 



^ fr 



-»1 



^ ^ Ed 



m 3^' 



be ^ .^ 









,>S= =3' 



e= ^ 






OS 










Bench 
Cabin 

wool 

WOR 


^5 


Pi 

5 


o 




^ 3 


33 en 


Bench 

Work 

woodwork 

BENCa 


&2 


W 






Reported 

TUN a 

WORK 


men 

33 CQ 


QBS 




1 



Ht3 cl *^ 









S, --; 03 



<; -)J <1PQ MfflX 



:=S 5 



Q S > c| -5 



- <U 0)^ 



si = 

5 — ~ - 

-^. M 3 S 



ic 



69 





P, 


is 






1 


Home 
Decoration 
Dietetics 
ING 


CJ 


Cooking 

and 
Serving 

Cook. 






X 


3i 


1 
1 


bD ca 
./a ^ 


ca 
5 


Hygiene 

and 
Sanitation 
COOK 


i 


Cooking 

and 
Serving 

ING 


bd 

CJC=) 

O 

u 




X 


OS 


cieaG 


ca 

z; 


^ 


Laundry 

and 
Dressmak. 
ING 




ooking 
Sewing 

ING 
ISTRY 
S, ETC. 
COOK 




CO 

cri 

H-l 
O 


> 


Is 


ING 

COOK 
DRESSM 
Sew. 


bd 

O 


1 


Cook, 
and 
Dressmak. 
W 




Laundry 
" Sewing 
Nursing 
SEW 
CHEM 
OF FOOD 
ING 




B 5 


COOK 

ING 

ING 


ca 


PQ 


ELEM. 
Cooking 

COOK. 


gg 


ING 

Mech. 
Draw. 
ING 

COOK 


SEWING 
SEW ING 
SEW INS 
COOK ING 




> 
> 


TARY 1 COOK 
ING 

ING ' COOK 


ING 

COOK 

COOK 




1! 


rt <» te ® 
BSOS J^ 


^3= 
ca 


COOK 

COOK 
Sew. 




ca ca 

S B 




CB 

E5 


Raffia 
and 
Sewing 
ING 

ING 
ING 


Sew. 
ING 

Sew. 

ING 


ca ca 




> 


ELEMEN 
SEW 

SEW 


Sew. 
SEW 

SEW 




g 


Reed Cro- 
;cheting 
Sewing 
SEW 

SEW 

SEW 
Raffia 


Reed 
SEW 

Sew. 

SEW 






P 


ca 

o B 
Sag 






bD 


•S-S 


bc3 


Wood 

Work 

and Iron 

HE 


ca 

1 S 




P 


goS 




a 
bb 
o 


1^ 




OS 


Wood 
Work 
Iron 

LAT 






X 


WORK or 
DRAW 


5lf 


^1 


IS 


MAKING 

MAKING 

DRY 

ERY 

MAKING 

DRAWING 


ca 


Pattern 
Making 
Foundry 

THE 
WORK 

ENTRY 
DRAW. 
CH 


CO 


« 


osH 


Sag 


"o .^ 


S 


CABINET 

PATTERN 

and FOUN 

JOIN 

CABINET 

MECH. 


% 


Cabinet 

Work 

WoodTur. 

Bench 

Work 

Bench 
Work LA 
BENCH 

CARP 
MECH. 
BEN 




> 


TARY 
ENTRY 

NTRY 


bd ti:4 

Price; 


OS 

% 


11 


Bench w'k 

Wood 

Turning 

WORK 




WORK 

Work 
Mech. Dra, 

WORK 


WORK 
CH 

WORK 
ENTRY 

WORK 




> 


ELEMBN 
CARP 

CARPE 


si 

CO BO 


o 


OS 


Bench 
Work 

OD 


bd 

OS 

% 
^33 


BENCH 
Bench 
BENCH 


CH 

BEN 
WOOD 
CARP 

BENCH 




l-H 

> 


DRAW. 

LING 

BOARD 

RUCTION 
WORK 
YD 




ca 
% 


c3 
OS c; 

i 5 


ca 

S 


WORK 

Thin 
Wood 
Constr. 
WORK 


BEN 

ING and 
WORK 
Carv. 




> 


MECH. 
WHITT 

CARD 
CONST 


(in ^^ 




PQI— t 


KNIFE 

Thin 
woodwork 
Constr. 
MECH 
DRAW 
Iron Work 
Raffia 
Reed 
KNIFE 

Card. 
Constr. 

TRAY 


Bent Iron 

DRAW 
KNIFE 
Iron and 
Carv. 


< 




Kalamazoo . . 
Lansing 


Ludington 

Manistee 

Manistique . . . 


ca 


Marshall 

Mt. Clemens. .. 
Muskegon 

Negaunee 

Niles 


: 5 

is 


Saginaw, E. S. . 
Saginaw, \V. S. 
Sault Ste Marie 


St. Johns 

St. Joseph 

Three Kivers.. 
Traverse City.. 

Wyandotte ... 



70 






3 2 
c c 



-Si 






4= '^' « 5 i 






O O 



§.<" 3S 



^1 



;^5f§o. 



1 a> sj 
CO 






ss 



Pr^- 



ten 
.5 50 

II 

3, g 

be ■ bo 
.S bEbc.5 



P3CCQ 



"^2 



•be s,. — 



o 
o 

X 

u 

CO 

ui 

a 
< 

H 
>< 

OQ 






5ScoJ 











to 

o 




II'. 1 




















be 

a 








si 

a> 


§ 

o 
o 




s: 

S 1 

^ > 














Adjoi 

■1 min 

an 

Coll 






>, 


X 


0) 


« 










t- 


' ' 


j: 


„"' 










3i 


C 
O 


o 


£1 




























CJ 




03 








2 


ft 


^ 


5 


B 

a 









5 "O bo 






be 



e Sf 03--: 

b s ^ ^ 
S-2 P-?^ 



a? 



o cs be g -S 



^ o 



-5 bo -t; 






as 



c2 

a =^ 
ft« 






3T3 






01— HI 



^t;^.S 



1= Oc-' 

° " n m 
^^ fe be, 

■2i ft2 s 



^'O 



U <D (U 



S'O'o ^ 
M c o a 
>»ii-C <D 5 3 5 JJ be^J 



oft ■^ 03 



> — ^ ^ -^ 
S O— ■■a ^ 



5 3 
ft S 



3 > 



3*^ 
O 03 
"X3 



i 3~ 



>•?, 



r a) 3 ^ 



tC C* 00 Ol 



^ C^ CO 



71 



APPENDIX B— Typical Courses 

B. 1. AGRICULTURAL COURSES. 

STATE AGRICULTURAL HIGH SCHOOL, MclNTOSH, MINN. 
Special Agricultural Course. 

First (D) Year — First Term. 

Botany 5 

Farm Arithmetic 5 

Agriculture 5 

English 5 

Study of Breeds 2 (2) 

Carpentering 2 (2) or Sewing 2 (2) 

Mechanical Drawing 1 (2) or Drawing 1 (2) 

Second Term. 

Civics 5 

Business Forms and Accounts 5 

Agriculture 5 

English 5 

Dairying 2 (2) 

Carpentering 2 (2) or Sewing 2 (2) 

Mechanical Drawing 1 (2) or Drawing 1 (2) 

Second (C) Year — First Term. 

Physiology 5 

Agriculture 5 

Commercial Geography 5 

English 5 

Poultry 2 (2) 

Blacksmithing 2 (2) or Cooking 2 (2) 

Mechanical Drawing 1 (2) or Laundering 1 (2) 

Second Term. 

Entomology and Zoology 5 
Agriculture 5 
Agricultural Physics 5 
English 5 

Vegetable Gardening 2 (2) 
Blacksmithing 2 (2) or Cooking 2 (2) 
Mechanical Drawing 1 (2) or Household Art 1 (2) 
In addition, work in music, physical culture and literary society or rhe- 
toricals will be required. 



THE MURRAY STATE SCHOOL OF AGRICULTURE, 

Tishomingo, Oklahoma. 

COURSE IN AGRICULTURE. 

(Boys). 

SUBJECTS AND HOURS. 

"C" Year. 

Sprixi; Term. 

Algebra 4 

English 5 

Civics 5 

Breeds of Ani- 
mals 3 (4) 

Drawing (2) 

Carpentry (4) 



Fall Term. 




Winter 


Term. 


Arithmetic 5 

English 5 

Physiologv" 4 

Agri. Botany. . . 3 

Drawing 

Carpentry 

Stock Judging. . 


(2) 
(2) 
(4) 
(2) 


Algebra . . . 
English . . . , 


4 


Physiology 
Breeds of 

mals . . .. 
Drawing . . . 


4 

Ani- 

.... 3 (4) 

(2) 


Carpentry . 


.... (4) 



Algebra 5 

English 4 

History 4 

Veg. Gardening 3 (2) 
Agri. Practice.. (2) 
Drawing Farm 

Plans (2) 

Blacksmithing. . (4) 



"B" Year. 

Algebra 5 

English 4 

Histor}' 4 

Soils and Fertil- 
izers 3 

Farm D;iir_\ing. 1 (4) 

Drawing Farm 

Plans (2) 

Blacksmithing.. (4) 

"A" Year. 



Algebra 5 

English 4 

Agr. Physics... 4 (2) 
Farm Crops.... 3 (2) 
Drawing Farm 

Plans (2) 

Blacksmithing. . (4) 



English 4 

Geometry 4 

Feeding and 

Man. Farm 



English 4 

Geometry 5 

Forestry 3 

Farm Economics 3 

Farm Machinery 
and Imple- 
ments 1 (2) 

Road Making... 1 (2) 

Plant Propaga- 
tion (2) 

Agri. Practice. . (2) 

Figures indicate number of recitation hours per week. 

Figures in parentliesis indicate hours of practical work per week 



Animals . . . . 


3 


(2) 


Fruit Growing.. 


, 3 




Farm Dairying. 




(4) 


Road Making... 


1 


(2^ 


Agri. Practice.. 




(2) 


h'arm Accounts. 




(4) 



English 4 

Geometry 5 

Feeding and 
Man. Farm 
Animals .... 3 (2) 

Entomology .... 3 

Diseases & Care 
of Farm Ani- 
mals 3 

Agri. practice. . . (2) 



73 



THE MURRAY STATE SCHOOL OF AGRICULTURE, 

Tishomingo, Oklahoma. 

COURSE IN DOMESTIC ECONOMY. 

(Girls). 

SUBJECTS AND HOURS. 



Fall Term. 

Arithmetic 5 

English 5 

Physiology 4 

Agr. Botany 3 (2) 

Drawing (2) 

Cooking (4) 

Sewing (4) 



Algebra 5 

English 4 

History 4 

Veg. Gardening 3 (2) 

Drawing (2) 

Household Art.. 1 

Cooking (4) 

Sewing (4) 



English 4 

Geometry 5 

Forestry 3 

Plant Propaga- 
tion 

Invalid Cookery 
Domestic Hygiene 2 
Home Nursing.. 2 



"C" Year. 

Winter Term. 

Algebra 4 

English 5 

Physiology 4 

Social Culture.. 1 

Laundry (2) 

Drawing (2) 

Cooking (4) 

Sewing (4) 

"B" Year. 

Algebra 5 

English 4 

History 4 

Farm Dairying. 1 (4) 

Drawing (2) 

Household Art.. 1 

Cooking (4) 

Sewing (4) 

"A" Year. 



Sprinci Term. 

Algebra 4 

English 5 

Civics 5 

Social Culture. . 1 

Drawing (2) 

Cooking (4) 

Sewing (4) 



Algebra 5 

English 4 

Farm Crops 3 (2) 

Drawing (2) 

Household Art.. 1 

Cooking (4) 

Sewing (4) 





English 4 


English 


4 




Geometry . . . . 4 


Geometry 


5 




Farm Accounts. (4) 


Entomology . . . . 


3 




Farm Dairying. (4) 


Home Economy. 


2 


(2) 


Home Managem't 1 


Floriculture 


1 


(4) 


Domestic Chem. (4) 
Millinery (4) 


Dressmaking . . 





(4) 



Figures indicate number of recitation hours per week. 

Figures in parenthesis indicate hours of practical work per week. 



74 



NEW YORK STATE SCHOOL OF AGRICULTURE AT ALFRED 

UNIVERSITY, ALFRED, N. Y. 

First Year. 

Term I. 
Bov? .\xr) Girls. 

Botany 3 

Pii\-?ics 3 

Arithmetic 2 

English 1 3 

]\Iusic 1 1 

Term IL 

Chemistry 1 3 

H}giene 3 

Farm Accounts 2 

EngHsh II 4 

Rural Sociology 1 

Music II 1 



Bovs. 

Farm Dairying 4 

Forge Work 5 

Cement Work 1 



Breeds 4 

Drawing 4 



Girls. 

Cooking 1 3' 

Sewing 1 2 

Drawing 1 2 

Agriculture 3 



Agriculture 3 

Cooking II 2 

Sewing II 3 

Laundrv 1 



Farm Crops 5 

Woodworking 1 4 

Farm Surveying 2 



Climate and Soil 

Studies 5 

Woodworking TI.... 4 

Stock Judging 2 

Fertilizers 2 

Poultry 2 



Forestry 2 

Feeds and Feeding. . 4 

Breeding 3 

Creamery Practice.. 2 

Farm Machinery.... 2 

Orcharding 3 

Dressing and Curing 

of Meats 1 

Veterinary Studies.. 3 

Farm Building 4 

Farm Management.. 2 



Second Year. 

Term III. 

Butter Making 3 

Chemistry II 3 

English III 3 

Poultry 2 

Term IV. 

Cheese ^Making 3 

General History.... 3 
Enghsh IV 2 



Third Year. 

Term V. 

Plant Diseases 3 

Gardening 2 

General History 5 

Music III 1 

Term VI. 

Insect Pests 3 

Landscape Garden- 



Civics 2 

Farm Law 1 

^lusic IV 1 

75 



Cooking III 3 

Sewing III 3 

Drawing II 3 

Alillinery 1 2 

Cooking IV 2 

Sewing IV 3 

^[illinery IT 1 

Food Studies 3 

House Plans 2 



Cooking 2 

Sewing 3 

Home Xursing 3 

Food Adulteration.. 1 

Household Bact'gy-. . 1 

Cooking 2 

Sewing 2 

Home Sanitation.... 2 
Home Decoration... 2 
Art Needlework. ... 2 
Household Manage- 
ment 2 



FIFTH DISTRICT AGRICULTURAL SCHOOL AND EXPERIMENT 

STATION, WETUMKA, ALABAMA. 

AGRICULTURAL SCIENTIFIC COURSE. 

First Term. First Class. 

Hours per week 

Agriculture — Duggar's 3 

Agriculture — Practical w^rk 1 

Science — Phjsiography 2 

History — English History 3 

Mathematics — Arithmetic 5 

Mathematics — Algebra 5 

English — Grammar reviewed 5 

Spelling 

24 
Second Term. 

Agriculture — Duggar's "Agriculture for Southern Schools" 3 

Agriculture — Practical work 1 

Science — Physiography 2 

Plistory — English History 3 

Mathematics — Arithmetic 5 

Mathematics — Algebra 5 

English — Rhetoric and Composition 5 

Spelling 

Commercial Geography — OHn's 

24 
Second Class. First Term 

Agriculture — Soils and Crops 5 

A.griculture — Practical work 1 

Science — Physiology 4 

History — Ancient History 3 

Mathematics — Algebra 5 

English — Rhetoric and Composition 5 

Spelling 

23 

Second Term. 

Agriculture — Botany S 

Agriculture — Practical work 1 

Science — Physiology 4 

Histor}- — Ancient History 3 

Mathematics — Algebra completed 5 

English — Rhetoric and Composition 5 

Spelling 

23 

76 



COURSE IN AGRICULTURE FOR HIGH SCHOOLS AND 
ACADEMIES IN MAINE. 

Adaptation of the Standard English Course of Study for Maine Schools 

First Year. 

English 3 Ill's- 

Algebra 5 hrs 

Chemistry 5 hrs. 

Sods, Plant Life, FertiHzers 3 hrs. 

Practicums. Two afternoon periods of 2 hours each. 
School Gardening. 

Second Year. 

Enghsh 3 hrs 

Geometry ^ "''S- 

History and Civil Government 5 hrs. 

Live Stock, Dairying, Poultry 3 hrs. 

Practicums. Two afternoon periods of 2 hours each. 
School Gardening. 

Third Year. 

Erglish 3 hrs. 

Physics 5 hrs. 

History 5 hrs. 

Field Crops, Fruit Growing, Vegetable Gardening 3 hrs. 

Practicums. Two afternoon periods of 2 hours each. 
School Gardening. 

Fourth Year. 

English 3 hrs. 

Reviews 5 hrs. 

Commercial Arithmetic, Bookkeeping, etc 3 hrs. 

Agricultural Engineering, Farm Mechanics, Farm ]\Ianagement, Plant 

Diseases, Economic Entomology 5 hrs. 

School Gardening. 

NoTE.^The number of hours per week in the above course of 
study is not so large as to prevent the election of other studies in the high 
school courses. 



n 



GUTHRIE COUNTY HIGH SCHOOL, PANCRA, IOWA. 
AGRICULTURAL COURSE. 



First Semester 

Algebra 
English 

Ancient History 
Animal Husbandry 
Feeds and Feeding 



Algebra 
German 
Physics 
Geology 
Farm Mechanics 



Plane Geometry 

German 

Political Economy 

Chemistry 

Soils 



Arithmetic 

Algebra 

American History 

Civics 

Physiology 

Latin 

English 



Sophomore Year. 

Secoxd Semester 

Algebra 

English 

Medieval and Modern History 

Animal Husbandry 

Agronomy 

Bookkeeping 

Junior Year. 

Plane Geometry 

German 

Physics 

Geology 

Farm Mechanics 

Senior Year. 

Solid Geometry 

German 

English 

Chemistry 

Soils 

Horticulture 

Freshman Year — All Courses. 



78 



THE JOHN SWANEY SCHOOL, PUTNAM COUNTY, ILLINOIS. 

First Year. 



First Semester 

English I 
Algebra 
Physiology 

Astronomy I, or Latin 

Household Science or 

Manual Training 



English II 

Algebra 

Geometry 

Zoology 

Ancient History 

Drawing 



English III 

Chemistry 

Animal Husbandry or Latin or 

Household Science 
English History 



Second Semester 

English I 
Algebra 

Physical Geography 
Horticulture or Latin 
Household Science or 
Manual Training 

Second Year. 

English II 
Geometry 
Botany 

Ancient History 
Anirrial Husbandry or House- 
hold Science, 10 weeks 
Music 

Third Year. 

English HI 

Chemistry 

Agronomy II, or Latin or 

Household Science 
English History 



Fourth Year. 



English IV 
Physics 
Household Science, 

Agronomy III 
American History 
Latin III 



English IV 

Physics 

Bookkeeping, 10 weeks 

Arithmetic, 10 weeks 

Civics 

Latin III 



79 



COUNTY SCHOOL OF AGRICULTURE, MENOMINEE, MICHIGAN. 

First Year Class. 



For Men. 
Stock Judging (3) 
Field Crops (2) 
Practice in Field 

Work (1) 
Carpentry (5) 
Mechanical Drawing (3) 



First Semester. 

For Mex and Women. For Women 

Plant Life (3) Sewing (5) 

Arithmetic (5) Cooking (5) 

Grammar (3) Food Study (3) 

Spelling (4) 



Second Semester. 

Soils and Fertilizers (3) Flower. Fruit and 
Insects and Weeds (2) \'egetable Garden- 

Feeds and Feeding (3) ing (4) 

Carpentry (5) Poultry (1) 

Mechanical Drawing (3) Business Correspond- 
Practical Mechanics (2) ence (3) 

Arithmetic (5) 
Composition (3) 
Spelling (4) 

Second Year Class. 



Cooking (5) 
Sewing (5) 
Household Hygiene (2> 



First Semester. 

Domestic Art (5) 
Dairying (4) 
Farm Accounts (4) 
U. S. History (3) 
Emergencies (1) 



Domestic Art (5) 
Laundry (2) 
Dietaries (3) 
Sewing (5) 
Home Decoration (2) 



Agricultural Chemis- 

try (4) 
Drainage (1) 
Stock Judging Adv. (3) 
Field Crops Adv. (2) 
Practice in Field 

Work (1) 
Carpentry Adv. (5) 
Rural .Architecture (1) 

Second Semester. 

Farm Management (2) Landscape Garden- 
Judging and Grading ing (1) 

Grain (3) Civics (3) 

Animal Husbandry (3) Commercial Geogra- 
Practice in Field phy (3) 

Work (1) Thesis (1) 
Farm Machinery (2) 
Cabinet Making (5) 
Smithing (3) 

Writing and Music are given one period a week each for the entire 
school year to all students. 



Agricultural Chemis- 
try (3) 
Home Nursing (1) 
Serving (1) 
Sewing (5) 
Millinery (2) 



80 



DUNN COUNTY SCHOOL OF AGRICULTURE, MENOMONIE, WIS. 



FoK j\Ien. 
Soil (2) 

Daily Husbandry (2) 
Stock Judging (1) 
T\-pes of Animals (1) 
Wood Shop (4) 
Concrete Construction ( 1 ) 

Fertilizers (2) 
Dairy Husbandry (2) 
Stock Judging (1) 
Types of Animals (1) 
Drawing & Woodshop(4) 



Junior Year. 

Qlakter Xo. I. 
b'oK AIen ANii Women. 
English (5) 
Math. 1 (Physics) (3) 
Spelling (daily) 
Arithmetic (daily) 



FoK Women 
Cooking (3) 
Sewing (2) 
Freehand Drawing (2) 
Household Chemistry (1) 



Quarter Xo. H. 
English (5) 
Bookkeeping (3) 
Spelling (daily) 
Arithmetic (daily) 



Quarter Xo. HL 

English (4) 
Poultry (2) 
Physiolog}- (3) 



Math. 2 (Geoni.) (3) 
Dairy Husbandry (2) 
Stock Judging ( 1 ) 
Types of Animals (1) 
Wood Shop (4) 

Quarter Xo 
Animal Husbandry (2) English (4) 
Stock Judging (1) Chemistry (5) 

Types of Animals (1) Botany (3) 
Blacksmith Shop (4) 



IV. 



Cooking (3) 
Sewing (2) 
Laundry ( 1 ) 
Textiles (2) 
Xeedlcwork (2) 

Cooking (3) 
Sewing (2) 
Hygiene (3) 
Wood Shop (4) 
Millinery (1) 

Cooking (3) 
Sewing (3) 



For Men. 
Farm Crops (4) 
Feeds and Feeding (3) 
Stock Judging (1) 
Blacksmith Shop (4) 

Farm Crops (4) 
Principles of Breed- 
ing (4) 
Stock Judging (1) 
Drafting Buildings (2) 
Power Machinery (1) 
Blacksmith Shop (4) 



Vegetable Gardening (2) 
Senior Year. 
Quarter N^o. I. 
For Men and Women. 
English (3) 
Building Plans (4) 
Horticulture (1) 

Quarter X^o. H. 
English (2) 



For Women. 
Food Study (3) 
Cooking (3) 
Sewing (2) 
Millinery (2) 



Food Study (3) 
Cooking (3) 
Sewing (2) 
Household Bacteriol- 
ogy (2) 
Home Economics 



81 



Seeds and Germina- 
tion (3) 
Birds and Insects (2) 
Animal Husbandry (2) 
Stock Judging (1) 
Field Machinery (4) 

Orcharding (2) 
Spraying (2) 
Dairy Husbandry (2) 
Animal Husbandry (2) 
Mathematics 3 (2) 
Stock Judging (1) 
Credits necessary to 



Quarter No. HI. 
English (2) 
U. S. History (3) 
Shrubs and Trees (3) 
Emergencies (2) 



Quarter No. IV. 

English (2) 
Civics (3) 
Landscape Garden- 
ing (3) 



Cooking (3) 
Sewing (2) 
Home Nursing (3) 
Food Adulteration (2) 



Cooking (2) 
Milhnery (3) 
Home Sanitation (2) 
Home Decoration (3) 



graduate, 140. 



82 



BEATRICE HIGH SCHOOL, NEBRASKA. 



II. 



Latin 


German 


English 


Commercial 


Algebra 


Algebra 


Algebra 


Algebra 


Physical 


Physical 


Physical 


Physical 


Geography 


Geography 


Geography 


Geography 


English 


English 


English 


English 


Latin 


German 


Word Analysis 


Writing and 






and Spelling 


SpelHng 


Algebra 


Algebra 


Algebra 


Algebra 


Agriculture 


Agriculture 


Agriculture 


Agriculture 


English 


English 


English 


English 


Latin 


German 


Commercial 


Commercial 






Geography 


Geography 


Algebra 


Algebra 


Algebra 


Algebra 


Greek History 


Greek History 


Greek History 


Greek History 


English 


2 English 


2 English 


2 English 


Botany 


2 Botany 


3 Botany 


3 Botany 


Latin 


German 


Commercial 


Commercial 






Arithmetic 


Arithmetic 


Geometry 


Geometry 


Geometry 


Geometry 


Roman History 


Roman History 


Roman History 


Roman History 


English 


2 English 


2 English 


2 English 


Botany 


3 Botany 


3 Botany 


3 Botany 


Latin 


German 


Commercial 


Commercial 






Arithmetic 


Arithmetic 



83 



A COURSE IN AGRICULTURE FOR THE HIGH SCHOOLS OF 

MICHIGAN. 



9th Grade 

English 
Algebra 

Arithmetic and 
Bookkeeping 



Botany Yz 
Agricultural 
Botany Yz 



10th Grade 

English 
Geometry 
General History 



Crops J^ and Ele- 
mentary Soils Yz 
Horticulture Yi 
Entomology 



12th Grade 

Literature and 

Rhetoric 
Chemistry 
Amer. History and 
Civics 



11th Grade 

Literature and 
Composition 
Physics 

Commercial Ge 
ography. 
Zoology 
Live Stock, types Live Stock, inl- 
and breeds provement. feed- 
Dairying Y2 ing Y2 
Soils Y2 Poultry \ 
Farm Managemeni / 
Farm jNIechanics ) % 
Farm ALichinerv \ 



84 



B. 2. INDUSTRIAL COURSES. 

Bulletin No. 11 (National Society for the Promotion of Industrial 
Training) gives abundant information regarding the courses now given 
in different kinds of schools. Typical elementary vocational Schools for 
Boys are : 

The Newton Independent Industrial School (see p. 14, Bulletin, 11). 

The Rochester Factory School (p. 21, Bulletin 11). 

Schools of the same t\pe for girls are: 

The Manhattan Trade School for Girls (pp. 29 and 30, Bulletin). 

Milwaukee School of Trades for Girls (p. 33, Bulletin). 

An advantage in the Xewton course is the testing of boys in shop 
work of three or four sorts in the hrst year; the shop work of the next 
two years is specialized. Typical Secondary Schools are: 

Lewis Institute, Chicago (pp. 61-63, Bulletin). 

Milwaukee School of Trades (pp. 22-30, Bulletin). 

The Auchmuchty Schools, X. Y. (p. 42. Bulletin). 

The Cleveland Technical High School (pp. 57 and 58, Bulletin). 

To this reference list we add the courses of certain other schools of 
the several types. 

SAGINAW TRADE SCHOOL. 

First Year. 

Iron work 5 recitations a week, 75 m. per recitation 

Wood Work 5 recitations a week, 75 m. per recitation 

Mechanical Drawing 5 recitations a week, 75 m. per recitation 

Arithmetic 5 recitations a week. 60 m. per recitation 

Eng. (Civics) 5 recitations a week, 45 m. per recitation 

Second Year. 

Iron Work 10 recitations a week 

Drawing 5 recitations a week 

Mathematics 5 recitations a week 

English (Hygiene, Business Forms, Accounts, etc.).. 5 recitations a week 

Third Year. 

Iron Work 10 recitations a week 

Drawing 5 recitations a week 

Mathematics and Science (Physics and Chemistry) .. .5 recitations a week 
English (Study of Iron and Steel) 5 recitations a week 



85 



FITCHBURG PART TIME SCHOOL 

(In this and succeeding courses the number at the right of each subject 
indicates the number of recitation periods per week.) 

First Year. 

All School Work. 

English 5 

Mathematics, tables and simple shop problems 5 

Mechanics — simple machines 5 

Freehand and Mechanical Drawing 5 

Current Events 2 

Second Year. 

School and Shop Work, 

Ejighsh 4. 

Shop Mathematics 5 

Physics 4 

Mechanism of Machines 4 

Freehand and Mechanical Drawing 8 

Third Year. 

Shop and School Work. 

English 4 

Shop Mathematics 5 

Physics-Chemistry 3 

Mechanism of Machines 4 

Commercial Geography and Business Methods 1 

Freehand and Mechanical Drawing 8 

Fourth Year. 

School and Shop Work. 

English 4 

Civics and American History 2 

Shop Mathematics 5 

Mechanism of Machines 5 

Electricity and Heat 4 

Freehand and Mechanical Drawing 5 

The school isi open 40 weeks in the year. 



86 



First Year. 






Periods 


English 


5 


History, Yz year 




Science, Y^ year 





NEWTON, MASS., TECHNICAL HIGH SCHOOL. 
Technical Course. 

Purpose of the Course. — This course prepares for admission to all nor- 
mal schools ; it gives an all-romid academic education. 

Periods 
Third Year. 

English 4 

Chemistry 6 

Elect Two. 

Algebra and Geometry 4 

Commercial Geog. and History. 4 

French 4 

German 4 

Latin 5 

Elect One Group. 
Pattern Making and 
Molding, y2 year 

6 

Machine Shop Practice, Yz year. 6 

Mechanical Drawing 4 

Household Economics 6 

Design 4 

Fourth Year. 

English 4 

Am. History and Government.. 4 

Arithmetic and Accounts 2 

Visit to Shops, Factories, Mu- 
seums. 

Elect Two. 

French 4 

German 4 

Latin ' S 

Physics 5 

Advanced Chemistry 6 

Physiology and Hygiene 4 

Biology 5 

Electricity 6 

Trigonometry and Surveying. . . 4 

Applied Mechanics and Steam. . 4 

Elect One Group. 

Machine Shop Practice 6 

Machine or Architectural 

Drawing 4 

Household Economics 6 

Design 4 

Stenography S 

Typewriting 5 



Smging and Physical Training. 2 
Elect One. 

Algebra 5 

French 5 

German 5 

Latin 5 

Elect One Group. 
Cabinet Making and 

Wood-turning 6 

Mechanical Drawing 4 

Household Economics 6 

Design 4 

Second Year. 

English 4 

Elect Two. 

History 4 

Geometry 4 

French 4 

German 4 

Latin 5 

Elect One Group. 

Physics 5 

Light Machine and Vise 

Work, Y2 year 
Forging, Y2 year 

6 

Mechanical Drawing 4 

Biology 5 

Household Economics 6 

Design 4 

Note. — Singing and Physical 
Training (2) optional after first 
year. 



87 



CHICOPEE (MASS.) HIGH SCHOOL. 

First Year. 

English 4 

Algebra 5 

Elementary Science 4 

Mechanical Drawing 4 

Shop Work 12 

Music (optional ) 1 

Total number of periods, 30 ; required work 29 

Second Year. 

English 4 

Plane Geometry 5 

Mechanical Drawing 4 

Snop Work 16 

Music (optional) 1 

Total periods, 30; required work 29 

Third Year. 

English 4 

Solid Geometry 4 

Trigonometry 4 

Mechanical Drawing 4 

Shop Work 16 

Applied Science ( optional) 4 

Music (optional) 1 

Total periods, 34 ; required work 29 

Fourth Year. 

Englisli 4 

Industrial History 3 

Shop Mathematics 2 

Mechanical Drawing 4 

Shop Work 20 

Music ( optiona 1 ) 1 

Total periods, 34; required work 33 



88 



MUSKEGON (MICH.) HIGH SCHOOL. 



^ Scientific Course 

First Year. 

English 5 

Arithmetic 5 

Phys. Geog. (1st 'I'm) 

Physiology (2d T"ni ) 

Manual Training li) 

25 

Second Year. 

English 5 

Algebra 5 

Botany (1st Term) - 

Zoology (2d Term) 

Manual Training 10 

25 
Third Year. 

English 5 

Plane Geometry 5 

Latin 5 

Manual Training 10 

25 
Elective. 

French 5 

German 5 

Chemistry 5 

Greek 5 

Fourth Year. 

English 5 

Sol. Geom. (1st T'm) j. 

Math. Rev. (2d T'm) 

Latin 5 

Manual Training 10 

25 
Elective. 

French 5 

German 5 

Physics 5 

Greek 5 



Commercial Course 
First Year. 

English 5 

Arithmetic 5 

Phys. Geog. (1st T'm) 
Physiology (2d T'm) 
Manual Training 10 

25 
Second Year. 

English 5 

Algebra 5 

Business Methods and 
Penmanship, including 

Elementary Typewriting o 

Manual Training 10 

25 
Third Year. 

English 5 

Bookkeeping and Penmanship.. 5 

Commercial Geography 5 

Manual Training 10 

25 
Elective. 
Stenography and Typewriting.. 5 

Geometry 5 

French 5 

German 5 

Chemistry 5 

Medieval History 5 

Fourth Year. 

English 5 

Acct. and Business Practice.... 5 
Commercial Law and Banking.. 5 
Manual Training 10 

25 
Elective. 

Stenography and Typewriting.. 5 

Physics 5 

French 5 

German 5 

English History 5 



89 



Fifth Year 

U. S. Hist, and Civ. Govt 5 

Bus. Practice and Economics.. 5 
Manual Training 10 

2S 

Elective 
Stenography and Typewriting. . 5 

Chemistry 5 

Physics 5 

German 5 

French 5 



Fifth Year 

English 5 

Trigon. and Math. Review 5 

U. S. Hist, and Civ. Govt 5 

Manual Training 10 

25 
Elective 

French 5 

German 5 

Adv. Chemistry 5 

Adv. Physics 5 

Manual Training S 

English 5 

*NoTE. — Aluskegon has a fine technical high school, given by the late 
Charles H. Hackley. The two courses printed show the way in which 
manual work of high grade is combined with academic work in a 
"Five Year High School," the eighth grade being combined with the high 
school. 

SUGGESTED COURSES.* 

Two systems of planning trade school courses may be illustrated by 
the following outlines : 

PLAN No. I. 

Special School, combining academic and trade training. Three years* 
course, boy to be 14 years of age on entering. 

First Year. 

1 



English 

Mathematics 

Industrial History 

Drawing [ 

Current Events and Civics I 

Physics 

Spelling J 

Printing . 

Bookbinding or any other trades ( 

Second Year. 

English \ 

Mathematics ) 

Industrial History 

Drawing 

Current Events and Civics 

Physics 

Spelling 

Printing 

Bookbinding or any other trades 



17J/2 hrs. a week, 40 weeks a year 
171^X40 = 700. 



17^^ hrs. a week, 40 weeks a year 
17^ X 40 = 700. 



\7]/2 hrs. a week, 40 weeks a year 
17^X40 = 700. 



17J/2 hrs. a week, 40 weeks a year 
17^^X40 = 700. 



90 



Third Year. 



English 

Mathematics 

Industrial History 

Drawing 

Current Events and Civics 

Physics 

Spelling 



17J/2 hrs. a week, 40 weeks a year 

ny-^ x40r=7oo. 



Printing 

Bookbinding or any other trades 



YIYt. hrs. a week, 40 weeks a year 
171^ X 40 = 700. 
Total hours, 4200 

PLAN No. II. 

Special School; Preparatory and Trade School. The academic to be 



separate from trade training. 
Three years' course. 

English 

Spelling 

Geography 

History 

Civics 

Mathematics 

Physics 

Drawing 

*Manual Training 

English 

Spelling 

Geography 

History 

Civics 

Alathematics 

Physics 

Drawing 

*Manual Training 

Printing 

Bookbinding or any trades 

Trade training only 



Boy to be 14 years of age on entering 



First Year. 



6 hours a day 

5 days=30 hours a week 

30 hours X 40 weeks = 1200 



Second Year. 



6 hours a day 

5 days=30 hours a week 

30 hours X 40 weeks = 1200 



Third Yezw. 

\ 48 hours a week 

I 48 hours X SO weeks = 2400 

) (same hours as shops) 



Total hours, 4800 
* Elements of trades. 
*These courses are quoted by permission from an article by Mr. Samuei 
F. Hubbard, of Boston, in the Apprenticeship Bulletin for October, 1910. 
Mr. Hubbard argues strongly in favor of Plan H. 



91 



APPENDIX C— Authorities 

Schools Visited. 

The following schools have been \isited either by individual mem- 
bers of the commission or by special snb-conunittees : 

Agricultural High Schools. 

Hillsdale, Mich. 

Hudson, Mich. 

Lawton, Mich. 

North Adams, Mich. 

Otsego, Mich. 

St. Louis, Mich. 

St. Anthony's Park, IMinn. 

County Agricultural Schools. 

Menominee, Mich. 

Marinette, Wis. 

Menomonie, Wis. 

Wausau, Wis. 

Smith's Agricultural School, Northampton. I\Iass. 

Manual Training and Industrial Schools. 

Cincinnati (O.) Continuation School. 

Chicopee (Mass.) High School. 

Cleveland (O.) Technical High School. 

Detroit Technical Institute. 

Fitchburg (Mass.) High School. 

Hackley Manual Training School, Muskegon. 

Indianapolis (Ind.) Manual Training School. 

Kalamazoo Manual Training School. 

Mechanics Institute, Rochester, N. Y. 

Newton (Mass.) Independent Industrial School. 

Newton (Mass.) Technical High School. 

North End Union School of Printing, Boston, Mass. 

Ohio Mechanical Institute, Cincinnati, Ohio. 

Rochester (N. Y.) Factory School. 

Saginaw Manual Training School. 

Saginaw Trade School. 

Springfield (Mass.) Technical High School. 

Winona Technical Institute, Indianapolis. Ind. 

Worcester (Mass.) Trade School. 



92 



2. Bibliography. 

Industrial Education. 

Bulletin Xo. 2 of the Society for the Promotion of Industrial Education 
is a "Selected Bibliography on Industrial Education" (issued July. 1907). 
This and other bulletins of the Society may be purchased from the Sec- 
retary. No. 20 W. 44th St., New York City. 

Dean's "'The Worker and the State" (Century Co., 1910) contains an 
excellent bibliography, as does also the '"Report of the Committee on the 
Place of Industries in Public Education" (N. E. A. 1910; copies may be 
obtained at 15c each, from Secretary Irwin Shepard, Winona, Minn.). 
Ihe latter includes a considerable list of articles in periodicals, from 1902 
to 1909. The brief list of books and articles here printed is suggestive 
only and given in order that readers of this report may have immediately 
at hand a working list of material quickly available. 

The report just mentioned and "'The Worker and the State" are two 
of the latest and most comprehensive discussions of the general subject, 
from the national point of view. Of value as showing the trend of dis- 
cussion in the last ten years are the following: 

Addams, Jane : 'The Spirit of Youth and the City Streets." Mac^iillan 
New York: 1909. 

Carlton, Frank T. : Education and Industrial EvDJution. Mac.MiUan, 
New York; 1908. 

Marshall, Florence AI. : Industrial Training for Women. National 
Society for the Promotion of Industrial Education Bulletin No. 4, New 
York; 1907. 

Ayresi, Leonard P. : Elimination and Retardation of Pupils. A study 
of school conditions under the auspices of the Russell Sage Foundation. 
New Y'ork; 1910. 

Davenport, Eugene. : Education for Etificiency. .\ valuable discussion 
of certain phases of the problem of imiversal education. Heath, Boston; 
1909. 

Chamberlain, .\. : Standards in Education. N. Y. American Book Co.; 
1908. 

Draper. Andrew S. : Our Children, Our Schools and Our Industries. 
N. Y. State Education Department. Albany; 1908. 

Gillette, John M. : Vocational Education. .American Book Co., New 
York; 1910. 

Hanus, Paul: Beginnings in Industrial Education. Houghton, Boston; 
1908. 

Massachusetts Commission on Industrial and Technical Education. 
Reports of the Commission, 1906-1909. Boston. 

The report of the first or Douglas Commission has been republished 
b\ the Columbia University Press, N. Y. 

Snedden, David: A'ocational Education. Houghton, Boston: 1910. 

U. S. Department of Labor : Trade and Technical Education in the 
U. S. See U. S. Bureau of Labor Bulletin No. 53. Washington; 1904. 

93 



Richards, Charles R. : Industrial Training, a report on conditions in 
New York State, prepared for the Bureau of Labor Statistics, Albany; 
1909. 

Woolman, Mary S. : Making of a Girls' Trade School. Teachers' 
College Record, Sept., 1909. Columbia University Press, New York; 1909. 

Jones, Arthur J. : The Continuation School in the United States. 
U. S. Bureau of Education Bulletin No. 1, Washington; 1907. 

Snowden, Albert A. : Industrial Improvement Schools of Wurtemburg. 
PubHshed by Columbia University Press, New York; 1908. 

Vanderlip, F. A. : Business and Education. N. Y., Duffield & Co. ; 1907. 

Recent periodical literature of value includes : 

Reisner, E. H. : A Descriptive List of Trade and Industrial Schools 
in the United States. (Bulletin No. 11 of National Society for Promotion 
of Industrial Education.) 

Elliott, E. C, and Prosser, C. A. : Legislation upon Industrial Educa- 
tion in the United States. (Bulletin No. 12, same society.) 

Russell, James E. :The School and Industrial Life (Educational Re- 
view, December, 1909). 

Davenport, Eugene: The Opportunity of the High School (Educational 
Review, November, 1910). 

Washington, Booker T. : Chapters from My Experience (World's 
Work, October, November, and December, 1910). 

Charlton, C. H. : The Scliool at Interlaken (The Survey, Dec. 3, 1910), 

Fuller description of some of the schools and plans cited in this report 
will be found in the following articles : 

1. Rochester Factory School : 

An "Experiment in Industrial Education" A. P. Fletcher. 
"Elementary School Teacher" (pp. 9-14), September, 1910. 

2. "Fitchburg Plan of Industrial Education," W. B. Hunter. 

"School Review" (pp. 166-173), March, 1910. 

3. Cincinnati Plan. 

A. "Partial Time Trade Schools," H. Schneider. 

"Annals of the American Academy of Political and Social 
Science" (50-55), January, 1909. 

B. "School Systeni." 

I. "Annals of American Academy" (173-175), January, 1905. 
II. "Good Housekeeping" (C. Reese), (pp, 610-615), May, 
1910. 

C. "Continuation School." 

I. "Survey" (531-532), July, 1910. 
II. "World Today" (1211-1212), J. R. Schmidt, Novem- 
ber, 1909. 

4. Milwaukee School of Trades. 

"Work of the School," C. F. Perry. 

"Annals of American Academy" (78-84), January, 1909. 

94 



AGRICULTURAL EDUCATION 

Bailey, Liberty H. : Common Schools and Farming. See his Training 
of Farmers. Century Co., New York; 1909. 

Draper, Andrew S. : Agriculture and Its Educational Needs. See N. Y, 
Slate Education Department, Fifth Annual Report. Albany; 1909. 

Hays, Willett M.. Education for Country Life. Govt. Ptg. Office 
Washington; 1909. 

Kern, O. T. : Among Country Schools. Ginn, Boston ; 1907. 

National Education Association : Report of the Committee on Indus- 
trial Education in Schools for Rural Communities to the National Council 
o: Education, July, 1905. Winona, Minn. 

Roosevelt, Theodore : The Man Who Works with His Hands ; address 
at the semi-centennial of the founding of agriculture colleges in the United 
States at Lansing, Mich., May 31, 1907. Govt. Ptg. Office, Washington. 

Report of Commissioner of Education, 1908. Agriculture and Indus- 
trial Training. (Vol. I, p. 125.) 

Rumely, Edward A.: The Passing of the Man with the Hoe. World's 
Work, August. 1910. 



J5 



REPORT 

OF THE 

Michigan State Commission on 

Industrial and Agricultural 

Education. 

To the 

Governor f Superintendent of Public Instruction, 

and Commissioner of Labor. 

Lansing, 
December, 1910. 



PUBLISHED BY THE COMMISSION, 



Ponograph 



4 



LBJa'l2 



